Characterization of immersive argument-based inquiry learning environments in K-12 science education and the development of a teacher profile tool for professional development

2020 ◽  
Author(s):  
Kathleen Ann Weiss
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Learning Environments ◽  
Inquiry Learning ◽  
K 12

A MUVEing Success

2013 ◽  
pp. 614-638
Author(s):  
Shannon Kennedy-Clark ◽  
Kate Thompson
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Virtual Environments ◽  
Case Studies ◽  
Educational Games ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Development Programs ◽  
Classroom Activities

The chapter will explain the role of scenario-based MUVES and educational games in science education and will present both the benefits for students and the challenges of using these forms of technology in a classroom setting. This chapter presents the findings of two case studies on the use of a scenario-based Multi-User Virtual Environments (MUVE) in science education. The chapter will consider strategies for designing professional development programs for teachers and pre-service teachers to enhance both the teachers’ skills and their confidence in using and designing classroom activities suitable for MUVEs and educational games in science inquiry learning.

scholarly journals A Call for a Humanistic Stance Toward K–12 Data Science Education

2021 ◽  
pp. 0013189X2110488
Author(s):  
Victor R. Lee ◽  
Michelle Hoda Wilkerson ◽  
Kathryn Lanouette
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Data Science ◽  
Learning Opportunities ◽  
Human Dimensions ◽  
Personal Experiences ◽  
Interdisciplinary Framework ◽  
K 12 ◽  
Cultural Tools

There is growing interest in how to better prepare K–12 students to work with data. In this article, we assert that these discussions of teaching and learning must attend to the human dimensions of data work. Specifically, we draw from several established lines of research to argue that practices involving the creation and manipulation of data are shaped by a combination of personal experiences, cultural tools and practices, and political concerns. We demonstrate through two examples how our proposed humanistic stance highlights ways that efforts to make data personally relevant for youth also necessarily implicate cultural and sociopolitical dimensions that affect the design and learning opportunities in data-rich learning environments. We offer an interdisciplinary framework based on literature from multiple bodies of educational research to inform design, teaching and research for more effective, responsible, and inclusive student learning experiences with and about data.

The Rise of the Digital Polymath

2020 ◽  
pp. 191-219 ◽  
Author(s):  
Alexander Repenning ◽  
Anna Lamprou ◽  
Patrick Wigger
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Computer Science ◽  
Game Design ◽  
Course Design ◽  
Computer Science Education ◽  
Computational Thinking ◽  
Design Activities ◽  
Difficult Challenge ◽  
K 12

A difficult challenge to computer science education is the systemic professional development of teachers. K-12 computer science education models limited to voluntary in-service teacher professional development may not reach a critical majority of teachers who are skeptical towards information technology, computer science, programming and computational thinking. The inclusion of computer science in a national K-12 education standard in Switzerland has made it possible to move beyond voluntary K-12 computer science education for in-service teachers to mandatory pre-service teacher education for all elementary teachers. This chapter describes the vision of the Digital Polymath as a digitally enabled person empowered by computational thinking to connect computer science with other disciplines. The course design, combining game design activities, computational thinking tools and the 7 big ideas from the computer science principles framework is outlined and experiences are reported.

A MUVEing Success

2013 ◽  
pp. 16-41
Author(s):  
Shannon Kennedy-Clark ◽  
Kate Thompson
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Virtual Environments ◽  
Case Studies ◽  
Educational Games ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Development Programs ◽  
Classroom Activities

The chapter will explain the role of scenario-based MUVES and educational games in science education and will present both the benefits for students and the challenges of using these forms of technology in a classroom setting. This chapter presents the findings of two case studies on the use of a scenario-based Multi-User Virtual Environments (MUVE) in science education. The chapter will consider strategies for designing professional development programs for teachers and pre-service teachers to enhance both the teachers’ skills and their confidence in using and designing classroom activities suitable for MUVEs and educational games in science inquiry learning.

Earth System Science Education Alliance: Online Professional Development for K-12 Teachers

2006 ◽  
Vol 54 (3) ◽  
pp. 215-222 ◽  
Author(s):  
Theresa G. Schwerin ◽  
James Botti ◽  
Claudia Dauksys ◽  
Russanne Low ◽  
Robert Myers ◽  
...  
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Online Professional Development ◽  
Earth System ◽  
Earth System Science ◽  
System Science ◽  
K 12

scholarly journals Implementing innovations in chemistry learning and sustainability education in a non-formal student laboratory context

2015 ◽  
Vol 3 (4) ◽  
pp. 449-461 ◽  
Author(s):  
Nicole Garner ◽  
Antje Siol ◽  
Johannes Huwer ◽  
Rolf Hellman Rolf Hempelmann ◽  
Ingo Eilks
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Green Chemistry ◽  
Learning Environments ◽  
Chemistry Education ◽  
Formal Education ◽  
Education For Sustainability ◽  
Formal Learning ◽  
Curriculum Innovation ◽  
Secondary Chemistry

Informal and non-formal science education became major trends in many countries in recent years. Non-formal learning was suggested to help closing gaps in science education, e.g. by providing students an alternative environment to experience practical work. Non-formal education was also suggested to offer a chance for curriculum innovations and teacher continuous professional development. One potential field might be Education for Sustainable Development (ESD). Several perspective papers in recent years described that secondary chemistry education is still lacking in implementing education for sustainability and learning about green chemistry. This article describes the project “Sustainability and chemistry in non-formal student laboratories” that was initiated to develop non-formal learning environments to help implementation of ESD and learning about green chemistry. This article presents the goals and structure of the project, including an example taken from practical experience and selected findings from implementing the proposed non-formal learning environments in secondary chemistry classrooms. Impacts on teachers’ professional development and curriculum innovation are also addressed. Full text

Level Up

2017 ◽  
pp. 366-379 ◽  
Author(s):  
Oliver Dreon ◽  
Greg Szczyrbak
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Faculty Member ◽  
Learning Environments ◽  
Design Considerations ◽  
Development Experience ◽  
The Creation ◽  
K 12 ◽  
Game Elements

Gamification is becoming increasingly popular in both K-12 and higher education settings. By infusing game elements into learning environments, educators believe that students will be more engaged and more motivated to learn (Bowman, 1982, Deterding, 2012, Dominguez et al, 2013). But what about the use of gamification to support the professional development of educators? What impact would gamification have on the participation and motivation of professors and faculty involved in an intensive professional development experience? This chapter describes the creation and implementation of Level Up, a two week long professional development game involving twenty faculty member participants. The chapter outlines the process of designing the game and the game elements used throughout its implementation. The chapter also examines some challenges the designers and participants experienced during the game implementation and provides several design considerations for professional developers who wish to gamify their faculty programs.

scholarly journals Promoting deep learning through project-based learning: a design problem

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Emily C. Miller ◽  
Joseph S. Krajcik
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Science Learning ◽  
National Research Council ◽  
Project Based Learning ◽  
Design Solution ◽  
Knowledge And Skills ◽  
Usable Knowledge ◽  
Curricular Design ◽  
K 12

AbstractIn this paper, we present a design solution that involves the bringing together of Project-based Learning (PBL) with the theory of usable knowledge (Pellegrino & Hilton, Developing transferable knowledge and skills in the 21st century, 2012). Usable knowledge is the ability to use ideas to solve problems and explain phenomena, an approach to science learning put forth by the Framework for K-12 Science Education (National Research Council (NRC), A framework for K–12 science education: Practices, crosscutting concepts, and core ideas, 2012) to optimize science learning environments. We offer a process for designing a curricular system that enhances how students learn science as a progression toward sophisticated practice of usable knowledge by focusing on coherence, depth, and motivation. We saw the potential of these distinct approaches for informing one another, and we extrapolate on 4 years of research that involves the process of iterating on our curricular design to best integrate the two approaches to support student learning.

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