Search results for author:"Emily Hestness"
Total records matched: 4 Search took: 0.097 secs
Professional Knowledge Building within an Elementary Teacher Professional Development Experience on Computational Thinking in Science Education
Journal of Technology and Teacher Education Vol. 26, No. 3 (July 2018) pp. 411–435
We investigated teacher learning within a professional development (PD) workshop series on computational thinking (CT) for elementary-level mentor teachers. The purpose of the PD was to prepare mentor teachers to support preservice teachers in...
Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course
Journal of Science Education and Technology Vol. 20, No. 1 (February 2011) pp. 51–64
We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving...
Examining the Role of Mentor Teacher Support in a Professional Learning Experience for Preservice Teachers on Integrating Computational Thinking into Elementary Science Education
Diane Jass Ketelhut; Emily Hestness; Lautaro Cabrera; Hannoori Jeong; Jandelyn Plane; J. Randy McGinnis
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2281–2285
We investigated preservice teachers’ (PSTs) (N=13) experiences in a professional development (PD) experience on integrating computational thinking (CT) into elementary science. A subgroup of PSTs (n=6) participated alongside their mentor teachers....
Computational Thinking Professional Development for Elementary Science Educators: Examining the Design Process
Emily Hestness; Diane Jass Ketelhut; J. Randy McGinnis; Jandelyn Plane; Bonnie Razler; Kelly Mills; Lautaro Cabrera; Elias Gonzalez
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1904–1912
The inclusion of computational thinking (CT) within the Next Generation Science Standards offers an opportunity for CT integration in science education To maximize this potential, there is a need to support teacher learning around CT We describe two ...
Topics: Science Education