Analysing student written solutions to investigate if problem-solving processes are evident throughout     

Regina Kelly  Odilla E. Finlayson 《International Journal of Science Education》2016,38(11):1766-1784

An interdisciplinary science course has been implemented at a university with the intention of providing students the opportunity to develop a range of key skills in relation to: real-world connections of science, problem-solving, information and communications technology use and team while linking subject knowledge in each of the science disciplines. One of the problems used in this interdisciplinary course has been selected to evaluate if it affords students the opportunity to explicitly display problem-solving processes. While the benefits of implementing problem-based learning have been well reported, far less research has been devoted to methods of assessing student problem-solving solutions. A problem-solving theoretical framework was used as a tool to assess student written solutions to indicate if problem-solving processes were present. In two academic years, student problem-solving processes were satisfactory for exploring and understanding, representing and formulating, and planning and executing, indicating that student collaboration on problems is a good initiator of developing these processes. In both academic years, students displayed poor monitoring and reflecting (MR) processes at the intermediate level. A key impact of evaluating student work in this way is that it facilitated meaningful feedback about the students’ problem-solving process rather than solely assessing the correctness of problem solutions.  相似文献   

Addressing students’ emotional needs during the COVID-19 pandemic: a perspective on text versus video feedback in online environments     

Kaplan-Rakowski  Regina 《Educational technology research and development : ETR & D》2021,69(1):133-136

This paper reflects on the findings of Borup et al. (Educ Technol Res Dev 63:161–184, 2015) regarding the efficiency and affect of text and video feedback in the context of the rapid shift to online education due to the COVID-19 pandemic. Based on reports of diminished mental wellness, increased depression, and anxiety among learners and instructors, this paper offers ideas on how to apply the findings from Borup et al. (Educ Technol Res Dev 63:161–184, 2015) from a combination of practice, research, design, and inclusion perspectives to ensure emotional support, mental wellness, and social presence during times of crisis, even at the expense of efficiency of instruction.

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Managing Content in EBSCO Discovery Service: Action Guide for Surviving and Thriving     

Regina Koury  Charissa Brammer 《期刊图书馆员》2017,72(1-4):83-86

ABSTRACT

Since Idaho State University Libraries’ implementation and promotion of EBSCO Discovery Service (EDS) in 2014, its electronic resources team continues to troubleshoot seamless content discovery for library patrons. But nothing prepared us for the kind of content issues the Library would have to deal with on a day-to-day basis. This report discusses ways of managing content in EDS to improve discovery of resources, including linking issues to ClinicalKey records and dealing with “bound with” local catalog records. It also addresses obstacles and solutions, as well as the authors’ experience working with EBSCO Support.  相似文献   

High-School Students’ Epistemic Knowledge of Science and Its Relation to Learner Factors in Science Learning     

Fang-Ying Yang  Shiang-Yao Liu  Chung-Yuan Hsu  Guo-Li Chiou  Hsin-Kai Wu  Ying-Tien Wu  Sufen Chen  Jyh-Chong Liang  Meng-Jung Tsai  Silvia W.-Y. Lee  Min-Hsien Lee  Che-Li Lin  Regina Juchun Chu  Chin-Chung Tsai 《Research in Science Education》2018,48(2):325-344

The purpose of this study was to develop and validate an online contextualized test for assessing students’ understanding of epistemic knowledge of science. In addition, how students’ understanding of epistemic knowledge of science interacts with learner factors, including time spent on science learning, interest, self-efficacy, and gender, was also explored. The participants were 489 senior high school students (244 males and 245 females) from eight different schools in Taiwan. Based on the result of an extensive literature review, we first identified six factors of epistemic knowledge of science, such as status of scientific knowledge, the nature of scientific enterprise, measurement in science, and so on. An online test was then created for assessing students’ understanding of the epistemic knowledge of science. Also, a learner-factor survey was developed by adopting previous PISA survey items to measure the abovementioned learner factors. The results of this study show that; (1) by factor analysis, the six factors of epistemic knowledge of science could be grouped into two dimensions which reflect the nature of scientific knowledge and knowing in science, respectively; (2) there was a gender difference in the participants’ understanding of the epistemic knowledge of science; and (3) students’ interest in science learning and the time spent on science learning were positively correlated to their understanding of the epistemic knowledge of science.  相似文献   

Do No Harm—A Comparison of the Effects of On-Line vs. Traditional Delivery Media on a Science Course     

Schoenfeld-Tacher  Regina  McConnell  Sherry  Graham  Michele 《Journal of Science Education and Technology》2001,10(3):257-265

This paper presents the results of a study designed to examine the effects of distance delivery on student performance and classroom interactions in an upper level science (Histology) course. Outcomes were assessed by comparing performance on content pre- and posttests for students enrolled in on-campus and on-line sections of the same course. Interactions were classified according to initiator, topic, and Bloom's taxonomy level for content interactions. The resulting patterns were analyzed to compare behaviors in different settings. It was found that although the groups were indistinguishable in content knowledge at the outset of the study, by the end of the semester, students in the on-line group significantly out-performed their peers in the on-campus section. The on-line settings had a greater proportion of high-level interactions (according to Bloom's taxonomy) than the on-campus setting.  相似文献   

Book reviews     

Bacchus  M. Kazim  Eggleston  S. J.  Nestvogel  Renate  Sagarra  Eda  Oxenham  John  Rittich  Regina  Ross  Kenneth N.  Boesch  Ernst E.  Riedmiller  Sibylle  Zajda  Joseph  Hayhoe  Ruth  Nisbet  John  Patterson  Dawn Marie  Jarvis  P.  Bauer  Annemarie  Watts  A. G. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1984,30(2):209-232

International Review of Education -  相似文献   

Some sociological ideas for conceptual change research     

Regina Smardon 《Cultural Studies of Science Education》2008,3(2):363-371

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Supporting Technology Integration through Action Research     

Regina Royer 《Clearing house (Menasha, Wis.)》2013,86(5):233-237

New demands and high attrition levels of special education teachers have created a crisis for education and extensive additional stress for special education directors and principals. The critical shortage of highly qualified special education teachers has significantly increased the pressure to hire and retain them. This article discusses factors that affect teacher attrition and proactive recommendations to address the shortage. In addition, the authors make suggestions for systemic reform and improvement of the level of job satisfaction for special education teachers.  相似文献   

Service-Learning for Remedial Reading and Writing Students     

Regina A. Rochford 《Community College Journal of Research & Practice》2013,37(5):345-355

In 2008, Queensborough Community College incorporated service learning into 15 remedial reading and writing courses. To determine its impact, statistical analyses were performed, and they demonstrated significantly (a) higher GPAs, (b) improved rates of retention, and (c) the completion of more college credits among service learning participants. In addition, an ANOVA revealed insights into the individual service-learning projects. It was determined that the most effective programs (a) directly connected the service-learning activity to the course curriculum, (b) provided multiple experiences performing tasks, and (c) placed students in community-based organizations appropriate for their level of literacy.  相似文献   

A MANAGEMENT TOOL FOR REALLOCATING COLLEGE RESOURCES     

Donald A. Dellow  Regina Losinger 《Community College Journal of Research & Practice》2013,37(8):677-688

Community college administrators frequently need to deal with program enrollment shifts resulting from economic and demographic shifts. Reallocating resources between areas of the college to adjust to those enrollment shifts can become a difficult process if there isn't a careful monitoring of enrollment patterns and program costs. The authors describe their use of an enrollment and cost trends report that is published and distributed to the campus yearly. The report, with ten years of trend data on enrollments and credit hour costs, is utilized to provide a basis for planning, budgeting, and prioritizing personnel decisions. The authors contend that the public nature of the report is necessary to educate the campus to the importance of controlling program costs. The resulting campus awareness assists administrative efforts to reallocate funds within and between program areas and provide benchmarking comparisons. The usefulness of the data in legislative lobbying and fund raising also is described.  相似文献