scholarly journals Elementary Science Classroom Learning with Wireless Response Devices - Implementing Active and Experiential Learning

2006 ◽  
Author(s):  
Yu-Fen Chen ◽  
Sung-Bin Chang ◽  
Chen-Chung Liu ◽  
Tak-Wai Chan ◽  
Ming-Hung Yu ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Elementary Science ◽  
Science Classroom ◽  
Classroom Learning

The Importance of Teacher Bridging in Game-Based Learning Classrooms

2020 ◽  
pp. 211-239
Author(s):  
Jodi Asbell-Clarke ◽  
Elizabeth Rowe ◽  
Erin Bardar ◽  
Teon Edwards
Keyword(s):  
High School ◽  
Data Mining ◽  
Implicit Learning ◽  
Test Scores ◽  
Science Classroom ◽  
Educational Data Mining ◽  
Game Based Learning ◽  
Classroom Learning ◽  
Physics Learning ◽  
Learning Games

Advances in game-based learning and educational data mining enable novel methods of formative assessment that can reveal implicit understandings that students may demonstrate in games but may not express formally on a test. This chapter explores a framework of bridging in game-based learning classes, where teachers leverage and build upon students' game-based implicit learning experiences to support science classroom learning. Bridging was studied with two physics learning games in about 30 high-school classes per game. Results from both studies show that students in bridging classes performed better on external post-tests, when accounting for pre-test scores, than in classes that only played the game or did not play the game at all. These findings suggest the teachers' role is critical in game-based learning classes. Effective bridging includes providing teachers with common game examples along with actionable discussion points or activities to connect game-based learning with classroom content.

Using Smart Boards and Manipulatives in the Elementary Science Classroom

TechTrends ◽  
2014 ◽  
Vol 58 (3) ◽  
pp. 90-96 ◽  
Author(s):  
Susan F. Martin ◽  
Edward L. Shaw ◽  
Lynda Daughenbaugh
Keyword(s):  
Elementary Science ◽  
Science Classroom ◽  
Smart Boards

Using participatory action research to support the implementation of universal design for learning in an elementary science classroom : a case study

2015 ◽  
Author(s):  
◽  
Eun Ju Lee
Keyword(s):  
Preservice Teachers ◽  
Action Research ◽  
Participatory Action Research ◽  
Elementary Science ◽  
Universal Design ◽  
Science Classroom ◽  
Universal Design For Learning ◽  
Learning Experience ◽  
Participatory Action ◽  
Design For Learning

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this study was investigating an elementary teacher's implementation of the Universal Design for Learning (UDL) framework in her science classroom through engaging in participatory action research (PAR). This study examined (1) how the teacher developed understanding UDL and how engagement in PAR contributed to it (2) how the teacher's implementation of UDL influenced non-dominant groups of students' science learning experience as well as class climate. The data sources to answer these research questions included teacher interviews, classroom observation field notes, transcripts of PAR sessions, reflections and artifacts. The findings of the study demonstrate that my participant developed knowledge of UDL over time as engaging in PAR. PAR supported her learning about UDL and how to implement it in her classroom. This study also demonstrates that the teacher's implementation of UDL allowed non-dominant groups of students' greater access to information and learning and supported the engagement of nondominant groups of students in science practices. The results demonstrate that the overall classroom climate became more inclusive as the teacher implemented the UDL framework in several ways. The findings of this study suggest that teachers' understanding of students should precede learning of the three principles of UDL. Moreover, teacher education programs should help preservice teachers attend to strengths of students with special needs as well as weaknesses especially related to academic subject areas. The results of this study reinforce the notion that teachers must be supported in translating policy into practice.

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