Search results for author:"Rebecca Jordan"
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Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 5 (September 2008) pp. 409–430
Trying to understand the complexity of computer-mediated problem-based learning environments is not easy. Sociocultural theory provides a theoretical framework for understanding such environments because it emphasizes the socially situated nature of ...
EURASIA Journal of Mathematics, Science & Technology Education Vol. 10, No. 5 (October 2014) pp. 405–413
Understanding ecosystems is challenging, but important for becoming environmentally-literate citizens of today's society. People have difficulty considering how different components, mechanisms, and phenomena, both visible and invisible, are...
Kindergarten and first grade teachers' content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 190–204
Although often assessed as one construct, teachers have been shown to draw on both content and pedagogical content knowledge as they teach reading. Factor analysis on sixty-six primary teachers in rural low-wealth districts illustrated that teacher...
Journal of Research in Science Teaching Vol. 52, No. 1 (January 2015) pp. 6–35
Orchestrating inquiry-based science learning in the classroom is a complex undertaking. It requires fitting the culture of the classroom with the teacher's teaching and inquiry practices. To understand the interactions between these variables...
An Assessment of Students' Understanding of Ecosystem Concepts: Conflating Ecological Systems and Cycles
Applied Environmental Education and Communication Vol. 8, No. 1 (2009) pp. 40–48
Teaching ecological concepts in schools is important in promoting natural science and environmental education for young learners. Developing educational programs is difficult, however, because of complicated ecological processes operating on...
Design and Reflection Help Students Develop Scientific Abilities: Learning in Introductory Physics Laboratories
Eugenia Etkina; Anna Karelina; Maria Ruibal-Villasenor; David Rosengrant; Rebecca Jordan; Cindy E. Hmelo-Silver
Journal of the Learning Sciences Vol. 19, No. 1 (2010) pp. 54–98
Design activities, when embedded in an inquiry cycle and appropriately scaffolded and supplemented with reflection, can promote the development of the habits of mind (scientific abilities) that are an important part of scientific practice. Through...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 80, No. 1 (April 2019) pp. 128–144
This systematic search and review of international literature (1979–2017) finds links between emotion management and gender (in 1/2 the studies), and teaching attrition outcomes (1/3). Results contextualise these connections, suggesting female...
Balancing Broad Ideas with Context: An Evaluation of Student Accuracy in Describing Ecosystem Processes after a System-Level Intervention
Journal of Biological Education Vol. 48, No. 2 (2014) pp. 57–62
Promoting student understanding of ecosystem processes is critical to biological education. Yet, teaching complex life systems can be difficult because systems are dynamic and often behave in a non-linear manner. In this paper, we discuss assessment ...
International Journal of Environmental and Science Education Vol. 11, No. 18 (2016) pp. 11127–11148
This study examines to what extent students transferred their knowledge from a familiar aquatic ecosystem to an unfamiliar rainforest ecosystem after participating in a technology-rich inquiry curriculum. We coded students' drawings for components...
Swaroop S. Vattam; Ashok K. Goel; Spencer Rugaber; Cindy E. Hmelo-Silver; Rebecca Jordan; Steven Gray; Suparna Sinha
Educational Technology & Society Vol. 14, No. 1 (2011) pp. 66–81
Artificial intelligence research on creative design has led to Structure-Behavior-Function (SBF) models that emphasize functions as abstractions for organizing understanding of physical systems. Empirical studies on understanding complex systems...
Michelle E. Jordan; Diane L. Schallert; Yangjoo Park; SoonAh Lee; Yueh-hui Vanessa Chiang; An-Chih Janne Cheng; Kwangok Song; Hsiang-Ning Rebecca Chu; Taehee Kim; Haekyung Lee
Discourse Processes: A Multidisciplinary Journal Vol. 49, No. 8 (2012) pp. 660–692
Learning and dialogue may naturally engender feelings and expressions of uncertainty for a variety of reasons and purposes. Yet, little research has examined how patterns of linguistic uncertainty are enacted and changed over time as students...
Diane L. Schallert; Yueh-hui Vanessa Chiang; Yangjoo Park; Michelle E. Jordan; Haekyung Lee; An-Chih Janne Cheng; Hsiang-Ning Rebecca Chu; SoonAh Lee; Taehee Kim; Kwangok Song
Computers & Education Vol. 53, No. 3 (November 2009) pp. 713–725
Using a discourse analytic qualitative approach, we investigated the naturally-occurring discourse that arose as part of two kinds of regular course activities, synchronous and asynchronous computer-mediated discussions. The messages contributed by...
Shifts in trajectories in thought communities and “wobbly” identities enacted in computer-mediated classroom discussions
Diane L. Schallert; Kwangok Song; Michelle E. Jordan; Soon Ah Lee; Yangjoo Park; Taehee Kim; An-Chih Janne Cheng; Hsiang-Ning Rebecca Chu; Jane S. Vogler; Ji-Eun Lee
International Journal of Educational Research Vol. 80, No. 1 (2016) pp. 49–59
What it means for a diverse group of students to be taking a course together is explored with data from a graduate seminar that included oral and online written discussion at every class meeting. Analysis of written discussions, surveys, and...