It seems like there are new tech and social media tools coming out every day. So what’s out there? And how can these tools be used to enhance your work?
Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected to learn about science and engineering through their design. However, there is a lack of understanding concerning linking science concepts with design problems to design artifacts.
Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected to learn about science and engineering through their design. However, there is a lack of understanding concerning linking science concepts with design problems to design artifacts. This study investigated how 99 high school students applied science concepts to solarize their school using a computer-aided engineering design software, aiming to explore the interaction between students’ science concepts and engineering design behaviors.
Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected to learn about science and engineering through their design. However, there is a lack of understanding concerning linking science concepts with design problems to design artifacts.
Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected to learn about science and engineering through their design. However, there is a lack of understanding concerning linking science concepts with design problems to design artifacts. This study investigated how 99 high school students applied science concepts to solarize their school using a computer-aided engineering design software, aiming to explore the interaction between students’ science concepts and engineering design behaviors.
This study employs the Experiential Learning Theory framework to investigate students’ use of a wildfire simulation. We analyzed log files automatically generated by middle and high school students (n = 1515) as they used a wildfire simulation and answered associated prompts in three simulation-based tasks.
This study employs the Experiential Learning Theory framework to investigate students’ use of a wildfire simulation. We analyzed log files automatically generated by middle and high school students (n = 1515) as they used a wildfire simulation and answered associated prompts in three simulation-based tasks.
Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of the embodied nature of professional noticing. Thus, the goal of the current study is to examine how teachers’ eye-gaze in immersive representations of practice correspond to their attending to children’s mathematics.
Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of the embodied nature of professional noticing. Thus, the goal of the current study is to examine how teachers’ eye-gaze in immersive representations of practice correspond to their attending to children’s mathematics.
The purpose of this research study was to identify how teacher educators (TEs) attend to and use formative feedback as they work to support preservice teachers’ (PSTs’) learning. The formative feedback was provided to the TEs as part of recurring instructional cycles within their elementary mathematics or science methods course. In these instructional cycles, their PSTs prepared for, engaged in, and reflected on their ability to facilitate argumentation-focused discussions in a simulated classroom.
The purpose of this research study was to identify how teacher educators (TEs) attend to and use formative feedback as they work to support preservice teachers’ (PSTs’) learning. The formative feedback was provided to the TEs as part of recurring instructional cycles within their elementary mathematics or science methods course. In these instructional cycles, their PSTs prepared for, engaged in, and reflected on their ability to facilitate argumentation-focused discussions in a simulated classroom. After each cycle, the TEs received formative information about their PSTs’ discussion performance in the form of a feedback report and a scoring report.
In this free life sciences learning game, middle school students can play as a young scientist faced with scientific challenges across multiple oceanic ecosystems. Wake: Tales from the Aqualab addresses the NGSS practices of experimentation, modeling, and argumentation in the context of food webs, environmental stressors, and ecological restoration. Wake is compatible with Chromebook, PC or Mac with Internet access and available in English and Spanish.
In this free life sciences learning game, middle school students can play as a young scientist faced with scientific challenges across multiple oceanic ecosystems. Wake: Tales from the Aqualab addresses the NGSS practices of experimentation, modeling, and argumentation in the context of food webs, environmental stressors, and ecological restoration. Wake is compatible with Chromebook, PC or Mac with Internet access and available in English and Spanish.
In this free life sciences learning game, middle school students can play as a young scientist faced with scientific challenges across multiple oceanic ecosystems. Wake: Tales from the Aqualab addresses the NGSS practices of experimentation, modeling, and argumentation in the context of food webs, environmental stressors, and ecological restoration. Wake is compatible with Chromebook, PC or Mac with Internet access and available in English and Spanish.
In this free life sciences learning game, middle school students can play as a young scientist faced with scientific challenges across multiple oceanic ecosystems. Wake: Tales from the Aqualab addresses the NGSS practices of experimentation, modeling, and argumentation in the context of food webs, environmental stressors, and ecological restoration. Wake is compatible with Chromebook, PC or Mac with Internet access and available in English and Spanish.
In this free life sciences learning game, middle school students can play as a young scientist faced with scientific challenges across multiple oceanic ecosystems. Wake: Tales from the Aqualab addresses the NGSS practices of experimentation, modeling, and argumentation in the context of food webs, environmental stressors, and ecological restoration. Wake is compatible with Chromebook, PC or Mac with Internet access and available in English and Spanish.
In this free life sciences learning game, middle school students can play as a young scientist faced with scientific challenges across multiple oceanic ecosystems. Wake: Tales from the Aqualab addresses the NGSS practices of experimentation, modeling, and argumentation in the context of food webs, environmental stressors, and ecological restoration. Wake is compatible with Chromebook, PC or Mac with Internet access and available in English and Spanish.
Educational games are an increasingly popular teaching tool in modern classrooms. However, the development of complementary tools for teachers facilitating classroom gameplay is lacking. We present the results of a participatory design process for a teacher-facing, real-time game data dashboard. This two-phase process included a workshop to elicit teachers' requirements for such a tool, and a pilot study of our dashboard prototype.
Educational games are an increasingly popular teaching tool in modern classrooms. However, the development of complementary tools for teachers facilitating classroom gameplay is lacking. We present the results of a participatory design process for a teacher-facing, real-time game data dashboard.
