Search results for author:"Susan Rodrigues"
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Experiences from the Partnership in Primary Science Project: Teacher Professional Development Involving ICT and Science Pedagogical Content Knowledge
Science Education International Vol. 14, No. 2 (2003) pp. 2–11
Discusses the Partnership for Primary Science project which aimed to provide and promote continuous professional development in science and information communication technologies (ICT). Evidence suggests that teachers' science instruction and use of ...
Pedagogic Practice Integrating Primary Science and Elearning: The Need for Relevance, Recognition, Resource, Reflection, Readiness and Risk
Technology, Pedagogy and Education Vol. 15, No. 2 (July 2006) pp. 175–189
This article describes a well-funded and well-equipped model of teacher professional development that encouraged the promotion of information-rich learning environments for learning science. A community of practice using face-to-face and electronic...
Journal of Education for Teaching: International Research and Pedagogy Vol. 25, No. 3 (1999) pp. 263–70
Describes an online distance learning component within an Australian Master's-level science education course which included a weekly online forum and in-person sessions, analyzing students' contributions to the forum, course evaluation forms, and...
Educational Forum Vol. 67, No. 3 (2003) pp. 266–75
Data from three projects (a CD-ROM of the periodic table, video animation on CD ROM, and data loggers) show how conditioned dispositions affect information/communications technology use. The projects demonstrate how students have been conditioned to ...
Chemistry Education Research and Practice Vol. 12, No. 1 (2011) pp. 40–46
Twenty-one convenience sample student volunteers aged between 14-15 years worked in pairs (and one group of three) with two randomly allocated high quality conceptual (molecular level) and operational (mimicking wet labs) simulations. The volunteers ...
School Science Review Vol. 79, No. 287 (1997) pp. 35–40
Reviews selected post-1989 research findings on the impact of computer-based technology in science teaching and learning. Provides brief insights into the use of various applications and describes some of the strategies that have been shown to be...
Pupil-Appropriate Contexts in Science Lessons: The Relationship between Themes, Purpose and Dialogue
Research in Science & Technological Education Vol. 24, No. 2 (November 2006) pp. 173–182
Teaching and learning science through the use of familiar contexts has been advocated for several decades. Many take the use of context in science lessons to mean the use of resource materials that involve common scenarios or themes, or activities....
Primary Science Vol. 48 (1997) pp. 21–24
Reports on a project in which children develop instructional technology skills while learning a great deal of science. Explains how children construct a multimedia presentation on the topic of invertebrates. (DDR)
The Interpretive Zone between Software Designers and a Science Educator: Grounding Instructional Multimedia Design in Learning Theory
Journal of Research on Computing in Education Vol. 33, No. 1 (2000) pp. 1–15
Provides insight into the interpretative process between instructional designers' practice and a science educator's requirements. Suggests that grounding multimedia design in constructivist philosophy is problematic for two main reasons:...
Fitness for Purpose: A Glimpse at When, Why and How To Use Information Technology in Science Lessons
Australian Science Teachers Journal Vol. 43, No. 2 (1997) pp. 38–39
This table illustrates when, why, and how computer-based information technology best lends itself to learning in science classrooms. It aims to illustrate the potential of this technology and some of the thinking and planning that is necessary for...
Location, location, location: Chemistry Simulation Design Influence on Engagement and Interaction Patterns
Global Learn 2011 (Mar 28, 2011) pp. 1529–1537
Educational computer-based simulations are becoming an integral part of ICT-enabled learning. The issues of the simulation design, in particular the influence of instructions and controls on user’s engagement with the simulation were examined by a...
Learning, Media and Technology Vol. 33, No. 3 (September 2008) pp. 221–234
Research into student experiences of e-assessment has been neglected. Students' expectations and perceptions of e-assessment have been under-researched and their learning strategies are often unclear. This paper reports a qualitative study which...
Educational Studies Vol. 27, No. 1 (2001) pp. 31–43
Reports on a project investigating students' learning processes when video analysis and data logging practical work were used in a first-year undergraduate physics course. Suggests that students were motivated by the tasks and believed that these...
Scientific Literacy, E-Literacy and Illiteracy: The Interaction between Two Pupils and One Simulation
Science Education International Vol. 18, No. 1 (March 2007) pp. 5–14
This paper explores the influence of symbolic or representational learning materials on pupil engagement or learning outcomes, when 14-16 year old pupils use common types of science simulations. The project pilot phase involved three (15-16 year old)...
Science Education International Vol. 21, No. 1 (March 2010) pp. 31–46
This paper reports on data collected via an audience response system, where a convenience sample of 300 adults aged 17-50 pressed a button to register their answers for twenty multiple choice questions. The responses were then discussed with the...