Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

Campbell, Todd; Longhurst, Max; Wang, Shiang‐Kwei; Hsu, Hui‐Yin; Coster, Dan C.

doi:10.1007/s10956-015-9548-6

Cited by 16 publications

(4 citation statements)

References 59 publications

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“…Maker pedagogy integrates different technologies, digital and analog, that support processes of design and fabrication. Integrating different technologies into pedagogy is most effective when situated within disciplinary inquiry (Campbell et al, 2014;Mishra & Koehler, 2006). Effective technology-related PD includes opportunities for teachers to engage in technology-mediated learning themselves, to reflect on that learning alongside data of students engaging in similar activities, and finally the modification of curricular activities to fit their particular pedagogical contexts (Gerard et al, 2011).…”

Section: Design Of Makerspace Implementationmentioning

confidence: 99%

What shapes implementation of a school-based makerspace? Teachers as multilevel actors in STEM reforms

Gravel

Puckett²

2023

IJ STEM Ed

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Background We investigate the factors that shape teachers’ implementation of a school STEM reform—the creation of a high-school makerspace. Educational reformers have increasing interest in making and makerspaces in schools. Prior research shows how factors shape reform at the classroom, school (organizational), and institutional levels, as well as across levels. However, most research on teachers tends to focus on classroom-level effects, which may not capture the full complexity of how they navigate multilevel reforms. We consider teachers’ decision-making from an ecological perspective to investigate what shapes their implementation efforts, using observational and interview data collected over 2 years in a large comprehensive high school. Results We find teachers’ efforts are shaped by four “distances”—or spaces teachers traversed, physically and conceptually—related to skillsets and distributed expertise, physical space, disciplinary learning, and structural factors. The distances operate as a constellation of factors—independently identifiable, co-operatively manifesting—to shape implementation. We position teacher deliberations and decision-making as portals into the forms of organizational and institutional supports offered in multilevel reforms. Conclusions The paper contributes insights into makerspace implementation in schools, adding to the emerging literature on how making can transform STEM learning experiences for students. We conclude that teachers’ decision-making around multilevel implementations can inform our understanding of how makerspaces are implemented and their impact on students’ experiences, as well as how seeing teachers as multilevel actors can offer new insights into reform dynamics writ large. We offer implications for makerspaces in schools, as well as methodological and theoretical considerations for how organizations and institutions can better support teachers as agents of STEM reform.

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Section: Design Of Makerspace Implementationmentioning

confidence: 99%

What shapes implementation of a school-based makerspace? Teachers as multilevel actors in STEM reforms

Gravel

Puckett²

2023

IJ STEM Ed

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“…Model-oriented approaches to teaching natural science, especially with interactive simulations, have increased student engagement and understanding (Bo et al, 2018). Simulation has the potential to help students understand modeling as a fundamental scientific epistemic activity (Campbell et al, 2015). The simulation through a virtual laboratory can be conducted using Phet simulation media.…”

Section: Introductionmentioning

confidence: 99%

Student Acceptance Study of PhET Simulation with an Expanded Technology Acceptance Model Approach

Faizah,

Dina,

Kartiko

et al. 2023

JAETS

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Phet simulation is a computer-based practicum simulation medium that helps to increase students’ engagement and understanding through concept visualization. Even though there have been numerous studies on the Technology Acceptance Model (TAM) related to Phet simulation, the TAM study of Phet simulation combined with certain learning methods is rarely observed. We propose an advanced version of TAM by including the external variables of system quality, user characteristics, and instructor. This study is a quantitative design with a descriptive, explanatory type. This model was tested using an online questionnaire disseminated to 49 students that finished taking basic natural sciences subjects using Phet simulation based on problem-based learning. The result showed that system quality has an effect on perceived usefulness, perceived ease of use has an effect on behavioral intention of use, behavioral intention of use has an effect on actual usage, and there is no relationship between instructor quality on perceived usefulness. Grit on perceived ease of use, learner anxiety, and perceived usefulness on the behavioral intention of use. These findings have implications regarding user acceptance of Phet simulation combined with certain learning methods, specifically problem-based learning.

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“…Los retos educativos incluyen la creación de cursos sobre el uso de las herramientas digitales en el salón de clases (Mendizábal, 2017; Salas y Salas, 2018). De hecho, los profesores del Siglo XXI utilizan nuevos medios y canales de comunicación para el desarrollo de las actividades escolares (Campbell, Longhurst, Wang, Hsu y Coster, 2015;Mendizábal, 2017;Rabah, 2015;Salas, 2018).…”

Section: Introductionunclassified

Análisis sobre el uso de la red social Facebook en el proceso de enseñanza-aprendizaje por medio de la ciencia de datos

Rueda¹,

Rueda

2019

SEECI

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Hoy en día, los avances tecnológicos están provocando el desarrollo de nuevas estrategias de enseñanza-aprendizaje. De hecho, las redes sociales están adquiriendo gran relevancia durante la planeación de las actividades escolares. En particular, esta investigación mixta analiza el uso de Facebook como medio de difusión, comunicación, aprendizaje, interacción y colaboración durante la realización de las prácticas de laboratorio en la asignatura “Desarrollo de aplicaciones para los negocios”. La minería de datos permite establecer los modelos predictivos sobre el impacto de Facebook durante el diseño de la interfaz web considerando las técnicas bayesiana y árbol de decisión (ciencia de datos). La muestra está compuesta por 69 estudiantes de la Licenciatura en Gestión de Negocios y Tecnologías de Información. Por medio del enfoque cuantitativo y cualitativo, este estudio analiza el empleo de esta red social en el proceso de enseñanza-aprendizaje relacionado con el diseño de la interfaz web, las instrucciones HTML, el lenguaje de programación PHP, la aplicación WampServer y la base de datos MYSQL. Asimismo, el método ANOVA evalúa el rendimiento académico de los grupos experimental y control por medio de la calificación en el proyecto práctico. Los resultados obtenidos permiten afirmar que Facebook representa una alternativa tecnológica para mejorar la organización e implementación de las experiencias educativas en el siglo XXI.

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Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies

Cited by 16 publications

References 59 publications

What shapes implementation of a school-based makerspace? Teachers as multilevel actors in STEM reforms

What shapes implementation of a school-based makerspace? Teachers as multilevel actors in STEM reforms

Student Acceptance Study of PhET Simulation with an Expanded Technology Acceptance Model Approach

Análisis sobre el uso de la red social Facebook en el proceso de enseñanza-aprendizaje por medio de la ciencia de datos

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