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Investigating the Impact of Using a CAD Simulation Tool on Students' Learning of Design Thinking
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Taleyarkhan, Manaz; Dasgupta, Chandan; Garcia, John Mendoza; Magana, Alejandra J. – Journal of Science Education and Technology, 2018
Engineering design thinking is hard to teach and still harder to learn by novices primarily due to the undetermined nature of engineering problems that often results in multiple solutions. In this paper, we investigate the effect of teaching engineering design thinking to freshmen students by using a computer-aided Design (CAD) simulation…
Descriptors: Design, Educational Technology, Engineering Education, Engineering Technology
Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course
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Sletten, Sarah Rae – Journal of Science Education and Technology, 2017
In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a…
Descriptors: Educational Technology, Homework, Video Technology, Technology Uses in Education
Supporting Teachers' Use of Technology in Science Instruction through Professional Development: A Literature Review
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Higgins, Tara E.; Spitulnik, Michele W. – Journal of Science Education and Technology, 2008
Professional development is critical in supporting teachers' use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development…
Descriptors: Technology Integration, Educational Technology, Science Teachers, Social Networks
Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-Enrollment Courses?
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Cotner, Sehoya H.; Fall, Bruce A.; Wick, Susan M.; Walker, J. D.; Baepler, Paul M. – Journal of Science Education and Technology, 2008
Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student engagement and interaction and help students prepare for exams by indicating the type and level of questions they will encounter. We used the IF-AT throughout the semester in three sections of a lower-division biology…
Descriptors: Feedback (Response), Classroom Techniques, Group Activities, Teaching Methods
Inquiry-Learning with WebLab: Undergraduate Attitudes and Experiences
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Fischer, Judith; Mitchell, Rudolph; del Alamo, Jesus – Journal of Science Education and Technology, 2007
The Microelectronics WebLab at MIT allows students to do actual (not simulated) laboratory research on state-of-the art equipment through the Internet. This study assesses the use of WebLab in a junior-level course on microelectronic devices and circuits in 2004-05 and 2005-06. In quantitative surveys and qualitative interviews, students and…
Descriptors: Electronics, Student Attitudes, Inquiry, Science Instruction
What Students Should Know about Technology: The Case of Scientific Visualization.
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diSessa, Andrea A.; Friedman, Jeffrey S. – Journal of Science Education and Technology, 1999
Describes a method of designing educational technology that is strongly informed by empirical studies of how students actually understand and use technology. Discusses what students need to know about software. (Author/CCM)
Descriptors: Computer Software, Educational Technology, Elementary Secondary Education, Learning Strategies
The Impact of Technology Enhanced Science Instruction on Pedagogical Beliefs and Practices.
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Woodrow, Janice E. J.; And Others – Journal of Science Education and Technology, 1996
Presents a qualitative case study of the Technology Enhanced Secondary Science Instruction (TESSI) model. Reports that its implementation resulted in significant changes in the educational beliefs and the teaching and learning practices of those involved. Illustrates these changes through reflections by the teachers, students, administrators, and…
Descriptors: Educational Technology, Evaluation, Learning Strategies, Science Instruction