Search results for author:"Michael Barnett"
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Using Authentic Cases through the Use of a Web-Based Professional Development System to Support Preservice Teachers in Examining Classroom Practice
Action in Teacher Education Vol. 29, No. 4 (2008) pp. 3–14
Within the past few years, there have been numerous studies that suggest that preservice teachers need and want opportunities to observe, visit, interact, and collaboratively reflect with teachers who are attempting to implement reform-based...
Journal of Science Education and Technology Vol. 14, No. 1 (March 2005) pp. 87–100
For the past year we have been developing and implementing a program in which students design and construct remote operated vehicles. In this paper, we report on a pilot study that occurred over the course of an academic year in an inner city high...
Journal of Science Education and Technology Vol. 20, No. 4 (August 2011) pp. 347–362
The purpose of this work is to share our findings in using video gaming technology to facilitate the understanding of basic electromagnetism with pre-service elementary teachers. To this end we explored the impact of using a game called ...
Impact of an Engineering Design-Based Curriculum Compared to an Inquiry-Based Curriculum on Fifth Graders' Content Learning of Simple Machines
Research in Science & Technological Education Vol. 34, No. 1 (2016) pp. 85–104
Background: Elementary Science Education is struggling with multiple challenges. National and State test results confirm the need for deeper understanding in elementary science education. Moreover, national policy statements and researchers call for ...
Students' Conceptions of Sound Waves Resulting from the Enactment of a New Technology-Enhanced Inquiry-Based Curriculum on Urban Bird Communication
Journal of Science Education and Technology Vol. 17, No. 3 (June 2008) pp. 242–251
The emerging field of urban ecology has the potential to engage urban youth in the practices of scientists by studying a locally relevant environmental problem. To this end, we are developing curriculum modules designed to engage students in...
Journal of the Learning Sciences Vol. 11, No. 4 (2002) pp. 489–542
This article examines the potential of a learning-as-a-part-of-a-community approach, focusing on the participatory process of learning in a community-based, teacher education program; a Community of Teachers (CoT). CoT is a preparation program for...
Journal of College Science Teaching Vol. 30, No. 5 (2001) pp. 300–4
Describes an introductory astronomy course designed for non-science majors. Uses the project-based learning approach and requires students to construct 3-D models for three astronomical phenomena. (YDS)
The Impact of Three-Dimensional Computational Modeling on Student Understanding of Astronomy Concepts: A Qualitative Analysis. Research Report
International Journal of Science Education Vol. 26, No. 13 (Oct 29, 2004) pp. 1555–1575
In this study, we explore an alternate mode for teaching and learning the dynamic, three-dimensional (3D) relationships that are central to understanding astronomical concepts. To this end, we implemented an innovative undergraduate course in which...
Cognition and Instruction Vol. 19, No. 1 (2001) pp. 47–94
Explored learning and instruction within a technology-rich, collaborative, participatory learning environment by tracking the emergence of shared understanding and products through student and teacher practices. Found that becoming knowledgeably...
Urban Environmental Education: Leveraging Technology and Ecology to Engage Students in Studying the Environment
International Research in Geographical and Environmental Education Vol. 20, No. 3 (2011) pp. 199–214
In this paper, we describe the outcomes of the first year of an intensive, urban ecology focused, summer program for urban high school youth. Students in our program conduct scientific investigations of their urban ecosystems while exploring...
The Impact of Three-Dimensional Computational Modeling on Student Understanding of Astronomical Concepts: A Quantitative Analysis
International Journal of Science Education Vol. 26, No. 11 (Sep 17, 2004) pp. 1365–1378
The increased availability of computational modeling software has created opportunities for students to engage in scientific inquiry through constructing computer-based models of scientific phenomena. However, despite the growing trend of...
The Virtual Solar System Project: Developing Conceptual Understanding of Astronomical Concepts through Building Three-Dimensional Computational Models
Journal of Science Education and Technology Vol. 11, No. 3 (2002) pp. 261–75
Describes the Virtual Solar System (VSS) course which is one of the first attempts to integrate three-dimensional (3-D) computer modeling as a central component of introductory undergraduate education. Assesses changes in student understanding of...
Science Education Vol. 87, No. 4 (2003) pp. 468–89
Examines four teachers implementing a project-based curriculum (Air Quality module) on a web-based platform (ActiveInk Network) in four very different settings. Discusses each case across two themes by examining how the project-level question was...
Science Teacher Vol. 77, No. 2 (February 2010) pp. 35–39
Geospatial technologies have emerged over the last 15 years as one of the key tools used by environmental scientists (NRC 2006). In fact, educators have recognized that coupling geospatial technologies with environmental science topics and...
Journal of Science Education and Technology Vol. 15, No. 2 (April 2006) pp. 179–191
Researchers who have investigated the public understanding of science have argued that fictional cinema and television has proven to be particularly effective at blurring the distinction between fact and fiction. The rationale for this study lies in ...
Virtual Solar System Project: Learning through a Technology-Rich, Inquiry-Based, Participatory Learning Environment
Sasha A. Barab; Kenneth E. Hay; Kurt Squire; Michael Barnett; Rae Schmidt; Kristen Karrigan; Lisa Yamagata-Lynch; Christine Johnson
Journal of Science Education and Technology Vol. 9, No. 1 (2000) pp. 7–25
Describes an introductory undergraduate astronomy course in which the large-lecture format was moved to one in which students were immersed in a technologically-rich, inquiry-based, participatory learning environment. Finds that virtual reality can...