Search results for author:"Katherine Perkins"
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Journal of Computers in Mathematics and Science Teaching Vol. 34, No. 3 (July 2015) pp. 273–298
Computer technology, when coupled with reform-based teaching practices, has been shown to be an effective way to support student learning of mathematics. The quality of the technology itself, as well as how it is used, impacts how much students...
Physical Review Special Topics - Physics Education Research Vol. 6, No. 2 (2010) pp. 20117–1
This paper extends prior research on student use of computer simulations (sims) to engage with and explore science topics, in this case wave interference. We describe engaged exploration; a process that involves students actively interacting with...
Science Teacher Vol. 77, No. 7 (October 2010) pp. 46–51
Since 2002, the PhET Interactive Simulations project at the University of Colorado has been working to provide learning tools for students and teachers. The project has developed over 85 interactive simulations--or sims--for teaching and learning...
Creating Effective Interactive Tools for Learning: Insights from the PhET Interactive Simulations Project
World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 436–441
For 10 years, the PhET Interactive Simulations project at the University of Colorado has been creating and researching interactive simulations for advancing science education. Each PhET simulation creates an animated, interactive, game-like...
Wendy K. Adams; Sam Reid; Ron LeMaster; Sarah McKagan; Katherine Perkins; Michael Dubson; Carl E. Wieman
Journal of Interactive Learning Research Vol. 19, No. 4 (October 2008) pp. 551–577
Interactive computer simulations with complex representations and sophisticated graphics are a relatively new addition to the classroom, and research in this area is limited. We have conducted over 200 individual student interviews during which the...
Understanding the Impact of Guiding Inquiry: The Relationship between Directive Support, Student Attributes, and Transfer of Knowledge, Attitudes, and Behaviours in Inquiry Learning
Ido Roll; Deborah Butler; Nikki Yee; Ashley Welsh; Sarah Perez; Adriana Briseno; Katherine Perkins; Doug Bonn
Instructional Science: An International Journal of the Learning Sciences Vol. 46, No. 1 (2018) pp. 77–104
Guiding inquiry learning has been shown to increase knowledge gains. Yet, little is known about the effect of guidance on attitudes and behaviours, its interaction with student attributes, and transfer of impact once guidance is removed. We address...
Journal of Chemical Education Vol. 91, No. 8 (August 2014) pp. 1191–1197
Developing fluency across symbolic-, macroscopic-, and particulate-level representations is central to learning chemistry. Within the chemistry education community, animations and simulations that support multi-representational fluency are...
Making On-Line Science Course Materials Easily Translatable and Accessible Worldwide: Challenges and Solutions
Wendy K. Adams; Hisham Alhadlaq; Christopher V. Malley; Katherine K. Perkins; Jonathan Olson; Fahad Alshaya; Saleh Alabdulkareem; Carl E. Wieman
Journal of Science Education and Technology Vol. 21, No. 1 (February 2012) pp. 1–10
The PhET Interactive Simulations Project partnered with the Excellence Research Center of Science and Mathematics Education at King Saud University with the joint goal of making simulations useable worldwide. One of the main challenges of this...
Wendy K. Adams; Sam Reid; Ron LeMaster; Sarah B. McKagan; Katherine K. Perkins; Michael Dubson; Carl E. Wieman
Journal of Interactive Learning Research Vol. 19, No. 3 (July 2008) pp. 397–419
Interactive computer simulations with complex representations and sophisticated graphics are a relatively new addition to the classroom, and research in this area is limited. We have conducted over 275 individual student interviews during which the...