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Showing 1 to 15 of 27 results Save | Export
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Katherine A. Blackford; Adrienne A. Calderon; Nelson T. Gaillard; Alexander Zera; Daniel Droege; Stephanie G. Pitch; Caitlin M. Binder; Peter C. Marsden; Laura L. Fredriksen; Alexis A. Shusterman; Michelle C. Douskey; Anne M. Baranger – Journal of Chemical Education, 2022
The COVID-19 pandemic has emphasized the importance of designing effective methods for remote teaching. At the University of California, Berkeley, and the University of California, Santa Cruz, instructors adapted to the necessity of remote laboratory instruction by creating choose-your-own-adventure-style video-based online experiments introduced…
Descriptors: Science Laboratories, Electronic Learning, Curriculum Design, Curriculum Evaluation
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Webb, Noreen M.; Franke, Megan L.; Johnson, Nicholas C.; Ing, Marsha; Zimmerman, Joy – Mathematical Thinking and Learning: An International Journal, 2023
Educators, researchers, and policy makers recognize that student participation in classroom mathematics conversations, especially explaining one's own thinking and engaging with others' ideas, can promote students' mathematics learning. However, precisely "how" participating in these ways supports learning has not often been examined in…
Descriptors: Mathematics Instruction, Classroom Communication, Problem Solving, Cooperative Learning
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Gulacar, Ozcan; Milkey, Alexandra; Eilks, Ingo – EURASIA Journal of Mathematics, Science and Technology Education, 2020
Chemistry is traditionally perceived as difficult to comprehend. Its mastery requires that a variety of concepts be linked to form an organized knowledge system. The connections need to be made not only between the concepts associated with the macroscopic level of the chemistry triplet but also between the submicroscopic and symbolic levels. Many…
Descriptors: Chemistry, Science Instruction, Knowledge Level, Mastery Learning
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Lucas, Krista L.; Lucas, Timothy A. – PRIMUS, 2022
It is increasingly important for mathematics students to engage in active learning along with discussion of material with their peers. "Slopes" is a mobile application designed to visualize solutions to differential equations and support active learning in the classroom. We implemented group activities using "Slopes" into an…
Descriptors: Mathematics Instruction, Equations (Mathematics), Active Learning, Computer Oriented Programs
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Ali Rezaei – Journal of Interactive Learning Research, 2024
Educational tools like EdPuzzle, PlayPosit, and Kaltura have gained recent attention, as they purportedly empower educators to incorporate questions, quizzes, and discussions into instructional videos. However, there is no empirical evidence on how or under what circumstances these platforms may impact students' learning. A quasi-experimental…
Descriptors: College Students, Interactive Video, Student Attitudes, College Faculty
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Tamayo, Kristin – International Journal of Teacher Leadership, 2022
As part of their general education requirements, many incoming college students are required to enroll in composition courses that explore various college-level writing practices. Some students, including those who are part of Generation Z, struggle because they may be unfamiliar with academically-dense language, lack real-world experience using…
Descriptors: Age Groups, Persuasive Discourse, College Freshmen, Freshman Composition
Lambert, Rachel – Policy Analysis for California Education, PACE, 2020
While California Common Core State Standards in Mathematics (CA CCSSM) call for rigorous mathematics for all students, students with disabilities have not been provided equal access to instruction that meets these standards. Universal Design for Learning (UDL) is a research-based framework to develop strategic, expert learners within classroom…
Descriptors: Mathematics Instruction, Students with Disabilities, Equal Education, Access to Education
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Yan, Veronica X.; Sana, Faria – Journal of Educational Psychology, 2021
When learning new information, should students focus on studying 1 concept at a time or should they alternate studying between different concepts? Recent research shows that students should mix up or interleave the study of different concepts, particularly when the concepts are related or hard to discriminate (Carvalho & Goldstone, 2015). But…
Descriptors: Learning Processes, Beliefs, Evidence, Metacognition
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Trang Phan; Myunghwan Shin – International Journal of Designs for Learning, 2021
This design case describes the implementation of the Human-centered Design process, developed by the world leading design firm IDEO and Stanford d. school. The process describes the technology integration onto a teaching credential program course at a university in Central California. It reports the thought process to adopting HCD in the course…
Descriptors: Technology Education, Student Teachers, Technology Integration, Assignments
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Kustusch, Mary Bridget; Manogue, Corinne; Price, Edward – Physical Review Physics Education Research, 2020
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] A level of curricular design, called "design tactics," is identified to fill a gap in the research literature between the broad principles that guide curriculum development and the detailed writing of specific activities and lessons. The use of…
Descriptors: Physics, Curriculum Development, Science Instruction, Curriculum Design
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Casesa, Rhianna Henry; LaDuke, Aja E.; Quiñonez, Vanessa Chavez; Garibay, Heidy – Reading Teacher, 2023
This article details a classroom-based study designed to provide agency and voice to first and second grade emergent bilinguals as they processed the COVID-19 pandemic. Two California teachers created a narrative writing unit not only to teach specific writing skills, but also to challenge pervasive deficit assumptions that young children…
Descriptors: Elementary School Students, Grade 1, Grade 2, Pandemics
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Tsang, Jessica M.; Blair, Kristen P.; Bofferding, Laura; Schwartz, Daniel L. – Cognition and Instruction, 2015
How can children's natural perceptuo-motor skills be harnessed for teaching and learning mathematical structure? We address this question in the case of the integers. Existing research suggests that adult mental representations of integers recruit perceptuo-motor functionalities involving symmetry. Building on these findings, we designed a…
Descriptors: Neurological Organization, Mathematics Instruction, Numbers, Grade 4
Silverstein, Charles H. – ProQuest LLC, 2012
This qualitative study explores the correspondence between contemplative practices and "orders of consciousness" from a constructive-developmental perspective, using Robert Kegan's approach. Adult developmental growth is becoming an increasingly important influence on humanity's ability to deal effectively with the growing complexity of…
Descriptors: Adult Development, Beliefs, Concept Formation, Metacognition
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Abrahamson, Dor; Trninic, Dragan; Gutierrez, Jose F.; Huth, Jacob; Lee, Rosa G. – Technology, Knowledge and Learning, 2011
Radical constructivists advocate discovery-based pedagogical regimes that enable students to incrementally and continuously adapt their cognitive structures to the instrumented cultural environment. Some sociocultural theorists, however, maintain that learning implies discontinuity in conceptual development, because novices must appropriate expert…
Descriptors: Feedback (Response), Cognitive Structures, Concept Formation, Cultural Context
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Orosco, Michael J. – Exceptionality, 2014
Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…
Descriptors: English Language Learners, Hispanic American Students, Grade 3, Elementary School Students
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