Search results for author:"Elizabeth A. Davis"
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Teaching and Teacher Education: An International Journal of Research and Studies Vol. 22, No. 3 (April 2006) pp. 281–301
Effective teachers consider interrelationships among aspects of teaching including learners, subject matter knowledge, assessment, and instruction. The 70 journal entries of 25 preservice elementary teachers are analyzed to characterize the teachers’...
Journal of Educational Computing Research Vol. 12, No. 2 (1995) pp. 109–34
Examines the knowledge construction processes of novice programmers using parentheses and quotes in hypermedia; identifies characteristics of successful and unsuccessful students working off- and on-line. The strategies of perceptual matching and...
Journal of the Learning Sciences Vol. 12, No. 1 (2003) pp. 91–142
Investigates ways of prompting middle school science students to reflection. Contrasts two types of reflection prompts, generic prompts and directed prompts. Discusses the relationship between reflection types and student understanding of a science...
Science Scope Vol. 25, No. 5 (2002) pp. 32–37
Introduces the All The News critique project in which students use the Internet to critique the information they view and develop an understanding of why some information may not be credible, scientifically valid, or methodologically sound. Includes ...
Fostering Second Graders' Scientific Explanations: A Beginning Elementary Teacher's Knowledge, Beliefs, and Practice
Journal of the Learning Sciences Vol. 17, No. 3 (July 2008) pp. 381–414
Teaching science as explanation is fundamental to reform efforts but is challenging for teachers--especially new elementary teachers, for whom the complexities of teaching are compounded by high demands and little classroom experience. Despite these ...
Supporting children to construct evidence-based claims in science: Individual learning trajectories in a practice-based program
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 66, No. 1 (August 2017) pp. 204–218
New reforms envision ambitious teaching, requiring knowledge and abilities beginning teachers may not have. To support learning to teach, a practice-based approach has been suggested. This study examines four preservice teachers' learning pathways...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 4 (May 2011) pp. 797–810
Teachers need to develop the ability to adapt curriculum materials. Two elementary teachers, Maggie and Catie, were asked to write narratives about their use of and changes to particular reform-oriented science lesson plans. Maggie drew on her...
Research in Science Education Vol. 32, No. 4 (2002) pp. 567–89
Evaluates the scaffold designed as a dynamic modeling software tool called Model-It in terms of its ability to support learners' use of modeling practices. Discusses the continued empirical validation of types and instances of tool scaffolds. ...
Chris Quintana; Brian J. Reiser; Elizabeth A. Davis; Joseph Krajcik; Eric Fretz; Ravit Golan Duncan; Eleni Kyza; Daniel Edelson; Elliot Soloway
Journal of the Learning Sciences Vol. 13, No. 3 (2004) pp. 337–386
The notion of scaffolding learners to help them succeed in solving problems otherwise too difficult for them is an important idea that has extended into the design of scaffolded software tools for learners. However, although there is a growing body...