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Applying Generative Artificial Intelligence to Critiquing Science Assessments
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Ha Nguyen; Jake Hayward – Journal of Science Education and Technology, 2025
High-quality science assessments are multi-dimensional. They promote disciplinary practices, core ideas, cross-cutting concepts, and science sense-making. In this paper, we investigate the feasibility of using generative artificial intelligence (GenAI), specifically multimodal large language models (MLLMs), to annotate and provide improvement…
Descriptors: Science Tests, Criticism, Artificial Intelligence, Technology Uses in Education
Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom
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Saitta, E. K. H.; Bowdon, M. A.; Geiger, C. L. – Journal of Science Education and Technology, 2011
Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students at a large research institution. Chemistry students at the University of Central Florida partnered with high school students at Crooms Academy of Information Technology in interactive service learning projects. The…
Descriptors: Undergraduate Students, Learning Activities, Kinetics, Service Learning
Design for Scalability: A Case Study of the River City Curriculum
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Clarke, Jody; Dede, Chris – Journal of Science Education and Technology, 2009
One-size-fits-all educational innovations do not work because they ignore contextual factors that determine an intervention's efficacy in a particular local situation. This paper presents a framework on how to design educational innovations for scalability through enhancing their adaptability for effective usage in a wide variety of settings. The…
Descriptors: Educational Innovation, Virtual Classrooms, Case Studies, Middle Schools
Teachable Agents and the Protege Effect: Increasing the Effort towards Learning
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Chase, Catherine C.; Chin, Doris B.; Oppezzo, Marily A.; Schwartz, Daniel L. – Journal of Science Education and Technology, 2009
Betty's Brain is a computer-based learning environment that capitalizes on the social aspects of learning. In Betty's Brain, students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught. Two studies demonstrate the "protege effect": students make greater effort to learn for their TAs than they do…
Descriptors: Learning Activities, Student Motivation, Grade 8, Grade 5
Student Use of Scaffolding Software: Relationships with Motivation and Conceptual Understanding
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Butler, Kyle A.; Lumpe, Andrew – Journal of Science Education and Technology, 2008
This study was designed to theoretically articulate and empirically assess the role of computer scaffolds. In this project, several examples of educational software were developed to scaffold the learning of students performing high level cognitive activities. The software used in this study, Artemis, focused on scaffolding the learning of…
Descriptors: Learning Theories, Grade 5, Science Instruction, Pretests Posttests
Learning Science in Grades 3-8 Using Probeware and Computers: Findings from the TEEMSS II Project
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Zucker, Andrew A.; Tinker, Robert; Staudt, Carolyn; Mansfield, Amie; Metcalf, Shari – Journal of Science Education and Technology, 2008
The Technology Enhanced Elementary and Middle School Science II project (TEEMSS), funded by the National Science Foundation, produced 15 inquiry-based instructional science units for teaching in grades 3-8. Each unit uses computers and probeware to support students' investigations of real-world phenomena using probes (e.g., for temperature or…
Descriptors: Mathematical Models, Effect Size, Virtual Classrooms, Grade 7