A5070406335- Teaching and Learning Programming
- Innovative Teaching and Learning Methods
- Science Education and Pedagogy
- Gender and Technology in Education
- Educational Strategies and Epistemologies
- Educational Assessment and Improvement
- Education and Critical Thinking Development
- Online and Blended Learning
- Genetics, Bioinformatics, and Biomedical Research
- Experimental Learning in Engineering
- Scientific Computing and Data Management
- Educational Games and Gamification
- Diverse Educational Innovations Studies
- Child Development and Digital Technology
- Visual and Cognitive Learning Processes
- Information Systems Education and Curriculum Development
- Geography Education and Pedagogy
- Career Development and Diversity
- Education and Technology Integration
- Student Assessment and Feedback
- Psychological and Educational Research Studies
- Teacher Education and Leadership Studies
- Educational Tools and Methods
- Conservation, Ecology, Wildlife Education
- Environmental Education and Sustainability
The Technology Partnership (United States)
2015-2024
Learning Partnership
2016-2024
Loyola University Chicago
2018-2023
University of Illinois Chicago
2018-2023
DePaul University
2019-2021
Partners In Care
2019
Western University
2019
Chicago Public Schools
2018
British Exploring Society
2018
VA Puget Sound Health Care System
2016
Abstract This study compared the problem‐solving skills required for solving well‐structured problems and ill‐structured in context of an open‐ended, multimedia environment astronomy. Two sets open‐ended questions assessed students' abilities problems. Generalized, rubric scoring systems were developed assessing skills. Instruments also administered to assess cognitive affective predictors performance. By regressing scores on onto problems, we concluded that require different component...
The NASA Classroom of the FutureTM sponsored a residential training course to help teachers learn use computer-based educational tools and explore constructivist instructional approaches. We hypothesized that creating living-and-learning environment for would foster rapid changes in teachers' epistemological beliefs. Pretest—posttest differences on an epistemology inventory indicated changed significantly three four factors related teaching philosophies (Simple Knowledge, Quick Learning,...
The last decade has seen rapid growth in the presence of computational thinking (CT) educational contexts. Those working to advance CT argue that concepts and skills associated with are e...
Twenty-eight students (aged 9 to 17) freely explored a science Web site structured either in an outline (linear) format or “puzzle” (non-linear) for 2.5 hours. Subjects then engaged tasks involving locational memory and informational recall. The results indicate that presence of metacognitive skills was necessary but not sufficient condition learning hypermedia environments; the navigational structure also important. Metacognitive skill (as measured by Junior Awareness Inventory (Jr. MAI)...
How can we use interactive displays in museums to help visitors appreciate authentic objects and artifacts that they can't otherwise touch or manipulate? This paper shares results from a design-based research study on the of learn about an exhibit history culture China. To explore potential afforded by these displays, unobtrusively video recorded 834 museum visitor groups who stopped front one collection objects. Drawing cognitive models curiosity, tested three redesigns this display, each...
This study investigated how Chicago Public Schools (CPS) computer science (CS) teachers and instructional coaches navigated remote professional development (PD) during the pandemic. Analyzing multiple sources of qualitative data, we explored adapted PD to address teachers' unique needs experienced PD. We found that coaching team designed help translate key strategies into learning environment increasingly centered their design efforts on improving teacher engagement wellbeing. Teachers...
This study investigated patterns in the development of computational thinking practices context Exploring Computer Science (ECS) program, a high school introductory CS course and professional program designed to foster deep engagement through equitable inquiry around concepts. Past research indicates that personal relevance ECS experience influences students' expectancy-value towards computer science. Expectancy-value is construct predictive career choices. We extended our examine whether...
As part of the Taste Computing project, Exploring Computer Science (ECS) instructional model has been expanded to many high schools in Chicago Public Schools system. The authors report on initial outcomes showing that students value ECS course experience, resulting increased awareness and interest field computer science. also compare these results by race gender. data provide a good basis for exploring impact meaningful science instruction from groups underrepresented computing; several...
The reported study investigated the impact of Exploring Computer Science (ECS) program on likelihood that students all races and genders would pursue further computer science coursework in high school. ECS is designed to foster deep engagement through equitable inquiry around concepts. course provides experiences are personally relevant. Using survey research, authors sought measure whether personal relevance students' influenced their expectancies success value for field those attitudes...
Since President Obama's announcement of the Computer Science for All Initiative in 2016, there has been a surge number districts that are planning or newly implementing computer science (CS) offerings at their schools. Chicago Public Schools (CPS) is first large school district to have adopted as high graduation requirement, taking this significant step along path towards systemic change. The foundation was laid eight years ago when an informal alliance formed between CPS CS teacher,...
This study investigated patterns in the development of computational thinking and programming expertise context Exploring Computer Science (ECS) program, a high school introductory CS course professional program designed to foster deep engagement through equitable inquiry around concepts. Prior research on has identified three general areas --- comprehension, planning, generation. The pedagogical practices ECS are consistent with problem solving approaches that support expertise. took place...
Abstract Disparities in Mathematics performance have been shown across race and gender for decades, although little research has reported the by nexus terms of disparity. In turn, done to ameliorate these disparities assumed that differences are primarily among student populations who need remedial learning improvement. this research, we test assumptions using multinomial regression analyses adjusted mean comparisons with bias‐corrected effect sizes from a data set ~20,000 2nd grade students...
The purpose of this study was to measure changes in students' science proficiency produced by a multimedia learning environment, Astronomy Village: Investigating the Solar System, developed at Wheeling Jesuit University's Center for Educational Technologies with funding from National Science Foundation. inquiry‐based design Village supports middle school students fundamental concepts life, earth, and physical science. compared an alternative treatment that simulated elements traditional...