Evaluation of Science and Technology Education at the Dawn of a New Millennium

This article argues for policies regarding the implementation of evaluation as an integral part of science education reform. Approaches to evaluation should be made comprehensive enough to include multiple methods and, through their use, to gain in‐depth information on large‐scale science education programs and projects. There must be a sustained commitment from stakeholders such as the National Science Foundation to support the training of specialists in the evaluation of science education. Specialists who are able to arrive at independent conclusions that are meaningful and beneficial for science teaching and learning are needed. Evaluation recommendations posited by the authors should be put through careful analysis and feasibility testing before moving to widespread adoption.

show abstract

Developing a digital learning environment

Champeny

Borgman

Leazer

et al. 2004

Proceedings of the 4th ACM/IEEE-CS Joint Conference on Digital Libraries

View full text Add to dashboard Cite

The Alexandria Digital Earth Prototype (ADEPT) Project (1999)(2000)(2001)(2002)(2003)(2004) builds upon the Alexandria Digital Library Project (1994)(1995)(1996)(1997)(1998)(1999) to add functions and services for undergraduate teaching to a digital library of geospatial resources. The "Digital Learning Environment" (DLE) services are being developed and evaluated iteratively over the course of this research project. In the 2002-2003 academic year, the DLE was implemented during the fall and spring terms in undergraduate geography courses at the University of California, Santa Barbara (UCSB). Evaluation of the fall term implementation identified design issues of time and complexity for creating and organizing course domain knowledge. The spring term implementation added new services to integrate course content into class presentation formats. The implementation was evaluated via interviews with the course instructor, development staff, and students, and by observations (in person and videotaped) of the course. Results indicated that usability and functionality for the instructor had increased between the two course offerings. Students found classroom presentations to be useful for understanding concepts, and Web access to the presentations useful for study and review. Assessments of student learning suggest modest improvements over time. Developers are now applying lessons learned during these implementations to improve the system for subsequent implementation in the 2003-2004 academic year.

show abstract

Evaluation of Science and Technology Education at the Dawn of a New Millennium

Abstract: A Continuation Order Plan is available for this series. A continuation order will bring delivery of each new volume immediately upon publication. Volumes are billed only upon actual shipment.

Cited by 4 publications

References 71 publications

Rethinking Course Assessment: Creating Accountability with Web-Based Tools

Rethinking Course Assessment: Creating Accountability with Web-Based Tools

The Need for Comprehensive Evaluation in Science Education

Developing a digital learning environment

Contact Info

Product

Resources

About