Dancing hamsters and marble statues

Hübscher-Younger, Teresa; Narayanan, N. Hari

doi:10.1145/774833.774847

Cited by 21 publications

(1 citation statement)

References 22 publications

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“…Hundhausen and colleagues (Hundhausen, 2002;Hundhausen & Brown, 2007;Hundhausen & Brown, 2008) concluded that the construction and discussion of visual representations by students improves their learning and increases their sense of community, and attributed an increase in motivation and attention to this instructional approach. Hubscher-Younger and Narayanan (Hubscher-Younger, 2002;Habscher-Younger & Narayanan, 2003a, 2003b, 2003c found that students learned more when constructing their own and critiquing others' representations for explaining computing concepts.…”

Section: The Program and Philosophical Underpinningsmentioning

confidence: 99%

The Pragmatist in Context of a National Science Foundation Supported Grant Program Evaluation: Guidelines and Paradigms

Ross¹,

Narayanan²,

Hendrix³

et al. 2011

J Multidiscip Eval

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Background: The philosophical underpinnings of evaluation guidelines set forth by a funding agency can sometimes seem inconsistent with that of the intervention. Purpose: Our purpose is to introduce questions pertaining to the contrast between the instructional program’s underlying philosophical beliefs and assumptions and those underlying our evaluation approach. Drawing heavily on Scriven, we discuss these from a pragmatist evaluation stance in light of issues defined by Lincoln and Guba (2000). The discussion is couched in the evaluation of an innovative approach to teaching computer science. Setting: Auburn University, Auburn, AL Intervention: The evaluation is designed to investigate the effects of a studio-based teaching approach in computer science education. The evaluation framework employs a rigorous design that seeks to provide evidence to support or refute some assumed truth about the object (or construct) investigated. The program evaluated is steeped in a constructivist framework which assumes that no universal truth or reality exists, but rather, is constructed by the individual. Research Design: Our evaluation design, to a good extent, reflects a post-positivist, quasi-experimental position. We also include a qualitative component using student interviews. Data Collection and Analysis: Evidence of the effectiveness of the instructional approach for learning is assessed quantitatively using pre- and post-test and pre- and post-survey data group comparisons (mixed design ANOVA). Interviews provide the basis for qualitative theme analysis. Findings: Quantitative results were somewhat weak but consistent in support of the studio-based teaching. Interview data suggest that most students did find working in groups enjoyable and a valuable experience.

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Section: The Program and Philosophical Underpinningsmentioning

confidence: 99%

The Pragmatist in Context of a National Science Foundation Supported Grant Program Evaluation: Guidelines and Paradigms

Ross¹,

Narayanan²,

Hendrix³

et al. 2011

J Multidiscip Eval

View full text Add to dashboard Cite

show abstract

The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter

2009

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ABSTRACT:In this study, we investigated whether the understanding of the particulate nature of matter by students was improved by allowing them to design and evaluate molecular animations of chemical phenomena. We developed Chemation, a learner-centered animation tool, to allow seventh-grade students to construct ßipbook-like simple animations to show molecular models and dynamic processes. Eight classes comprising 271 students were randomly assigned to three treatments in which students used Chemation to (1) design, interpret, and evaluate animations, (2) only design and interpret animations, or (3) only view and interpret teacher-made animations. We employed 2-factor analysis of covariance and calculated effect sizes to examine the impact of the three treatments on student posttest performances and on student-generated animations and interpretations during class. We used the pretest data as a covariate to reduce a potential bias related to students' prior knowledge on their learning outcomes. The results indicate that designing animations coupled with peer evaluation is effective at improving student learning with instructional animation. On the other hand, the efÞcacy of allowing students to only design animations without peer evaluation is questionable compared with allowing students to view animations.

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Effects of Jigsaw Cooperative Learning and Animation Techniques on Students’ Understanding of Chemical Bonding and Their Conceptions of the Particulate Nature of Matter

Karaçöp

Doymuş

2012

J Sci Educ Technol

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Dancing hamsters and marble statues

Cited by 21 publications

References 22 publications

The Pragmatist in Context of a National Science Foundation Supported Grant Program Evaluation: Guidelines and Paradigms

The Pragmatist in Context of a National Science Foundation Supported Grant Program Evaluation: Guidelines and Paradigms

The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter

Effects of Jigsaw Cooperative Learning and Animation Techniques on Students’ Understanding of Chemical Bonding and Their Conceptions of the Particulate Nature of Matter

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