The Next Generation Science Standards (NGSS) have spurred renewed interest in the epistemologies that students adopt as they engage in science practices. One framework for characterizing students' epistemologies is the "epistemologies in practice" framework (Berland et al. (2016), "Journal of Research in Science Teaching,"…

The use of instructional videos is rampant in education; however, their interaction is limited by weak instructional design. Gagne has never insisted on using his renowned 9 Events of Instruction slavishly in situations as a viable paradigm for utilization in video design. Connecting grade level, video length, and interaction, this study seeks to…

This study aimed to establish a fully 3D modeled immersive virtual reality (IVR) system for primary school students learning about plants and evaluate teachers' perceptions of the usage of the system and pupils' flow experiences and learning attitudes. There were 5 teachers with expertise in science and IVR experience who were first interviewed to…

In computational modeling activities, learners are expected to discover the inner workings of scientific and mathematical systems: First elaborating their understandings of a given system through constructing a computer model, then "debugging" that knowledge by testing and refining the model. While such activities have been shown to…

As computational models are becoming more widely used with the release of "A Framework for K-12 Science Education" (NRC 2012) and the "Next Generation Science Standards" ("NGSS"; NGSS Lead States 2013), these models are reshaping the way science is practiced in increasingly diverse classrooms. For students classified…

Wearable activity tracking devices associated with the Quantified Self movement have potential benefit for educational settings because they produce authentic and granular data about activities and experiences already familiar to youth. This article explores how that potential could be realized through explicit acknowledgment of and response to…

This paper addresses the subject of the semiosis process in the transactions between teachers and students about the knowledge at stake in science education. We present a conceptualisation of these transactions as a joint action between students and teachers. This conceptualisation enables us to understand the semiosis process as it unfolds during…

When teachers first wrap their heads around scientific modeling, it can be a bit tricky to distinguish scientific models from diagrams and three-dimensional models. If a fifth grader draws and labels a food web, it's a model. Right? Not necessarily. When creating a model, students should be representing a system inspired by an inquiry or…

This study aims to explore an educational learning environment that supports students to learn conceptual modelling with the unified modelling language (UML). In this study, we call the describing models "UML programming." In this paper, we show an educational UML programming environment for science, technology, engineering, art, and…

In the past decade, reform efforts in science education have increasingly attended to engaging students in scientific practices such as scientific modeling. Engaging students in scientific modeling can help them develop their epistemologies by allowing them to attend to the roles of mechanism and empirical evidence when constructing and revising…

While investment in technology for use in the classroom is increasing, studies still do not reveal significant improvements in learning. Investigations have shown that aligning the design of learning experiences with students' needs creates synergy in the teaching and learning classroom processes. This can be achieved through orchestration, the…

The field of EDM has focused more on modeling student knowledge than on investigating what sequences of different activity types achieve good learning outcomes. In this paper we consider three activity types, targeting sense-making, induction and refinement, and fluency building. We investigate what mix of the three types might be most effective…

The increasing use of educational technologies in classrooms is producing vast amounts of process data that capture rich information about learning as it unfolds. The field of educational data mining has made great progress in using log data to build models that improve instruction and advance the science of learning. Thus far, however, the…

Systematic incorporation of digital games in schools is largely unexplored. This case study explored the ecological conditions necessary for implementing a game-based learning course by examining the interaction between three domains (the innovator, the innovation, and the context). From January-April 2012, one in-service teacher learned and…

We update theories of teacher expectancy and cultural capital by linking them to discussions of technology. We argue for broadening the span of culturally important forms of capital by including the digital dimension of cultural capital. Based on data from the third-grade and fifth-grade waves of the Early Childhood Longitudinal…