The Experts below are selected from a list of 252579 Experts worldwide ranked by ideXlab platform
Elizabeth A. Davis - One of the best experts on this subject based on the ideXlab platform.
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Preservice Elementary Teachers' Evaluations of Elementary Students' Scientific Models: An aspect of pedagogical content knowledge for scientific modeling
International Journal of Science Education, 2012Co-Authors: Michele M. Nelson, Elizabeth A. DavisAbstract:Part of the work of teaching Elementary science involves evaluating Elementary Students' work. Depending on the nature of the student work, this task can be straightforward. However, evaluating Elementary Students' representations of their science learning in the form of scientific models can pose significant challenges for Elementary teachers. To address some of these challenges, we incorporated a modeling-based Elementary science unit in our Elementary science teaching methods course to support preservice teachers in gaining knowledge about and experience in evaluating Students' scientific models. In this study, we investigate the approaches and criteria preservice Elementary teachers use to evaluate Elementary student-generated scientific models. Our findings suggest that with instruction, preservice Elementary teachers can adopt criterion-based approaches to evaluating Students' scientific models. Additionally, preservice teachers make gains in their self-efficacy for evaluating Elementary Students' s...
Michele M. Nelson - One of the best experts on this subject based on the ideXlab platform.
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Preservice Elementary Teachers' Evaluations of Elementary Students' Scientific Models: An aspect of pedagogical content knowledge for scientific modeling
International Journal of Science Education, 2012Co-Authors: Michele M. Nelson, Elizabeth A. DavisAbstract:Part of the work of teaching Elementary science involves evaluating Elementary Students' work. Depending on the nature of the student work, this task can be straightforward. However, evaluating Elementary Students' representations of their science learning in the form of scientific models can pose significant challenges for Elementary teachers. To address some of these challenges, we incorporated a modeling-based Elementary science unit in our Elementary science teaching methods course to support preservice teachers in gaining knowledge about and experience in evaluating Students' scientific models. In this study, we investigate the approaches and criteria preservice Elementary teachers use to evaluate Elementary student-generated scientific models. Our findings suggest that with instruction, preservice Elementary teachers can adopt criterion-based approaches to evaluating Students' scientific models. Additionally, preservice teachers make gains in their self-efficacy for evaluating Elementary Students' s...
Sumedha Chauhan - One of the best experts on this subject based on the ideXlab platform.
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A meta-analysis of the impact of technology on learning effectiveness of Elementary Students
Computers & Education, 2017Co-Authors: Sumedha ChauhanAbstract:Abstract The existing studies suggest that if technology is interwoven comprehensively into pedagogy, it can act as a powerful tool for effective learning of the Elementary Students. This study conducted the meta-analysis by integrating the quantitative findings of 122 peer-reviewed academic papers that measured the impact of technology on learning effectiveness of Elementary Students. The results confirmed that the technology has a medium effect on learning effectiveness of Elementary Students. Further, this study analysed the effect sizes of moderating variables such as domain subject, application type, intervention duration, and learning environment. Finally, the impact of technology at different levels of moderating variables has been discussed and the implications for theory and practice are provided.
Elif Unver - One of the best experts on this subject based on the ideXlab platform.
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Comparison of Elementary Students' Images of Science Teaching for Turkish, Dutch, Scottish, and German Science Classrooms.
Universal Journal of Educational Research, 2018Co-Authors: Hakan Türkmen, Elif UnverAbstract:The Draw-A-Science –Teacher-Test Checklist (DASTT-C) is an useful instrument to show how our science teaching environment and science teacher behaviors have been going on. This study is a cross cultural and comparative study to contribute to literature of problems of science teacher behaviors and of science learning environment. The purpose of this study is to investigate Turkish, Scottish, Dutch and German Elementary Students’ images of science teachers and science teaching environment and to compare Turkish science teaching environment with other three countries. 128 Elementary Students from four different countries have joined this study in order to collect data. The results from the study have showed that Turkish Elementary Students’ perspectives of science teaching style is 4.5% student-centered, 36.4% between student- teacher-centered, and 59.1% teacher-centered. The Scottish Elementary Students’ perspectives of science teaching style is 38.6% student-centered, 52.3% between student- teacher-centered, and 9.1% teacher-centered. The Dutch Elementary Students’ perspectives of science teaching style is 25% student-centered, 50% between student- teacher-centered, and 25% teacher-centered. The German Elementary Students’ perspectives of science teaching style is 24% student-centered, 55% between student- teacher-centered, and 21% teacher-centered.
Anne Davis - One of the best experts on this subject based on the ideXlab platform.
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Voices from the Classroom: Elementary Students' Perceptions of Blogging
Georgia Educational Researcher, 2014Co-Authors: Ewa Mcgrail, Anne DavisAbstract:Blogging appears to be a promising instructional strategy which may provide solutions to some of the challenges in traditional writing instruction; however, few studies explore Elementary Students' views on blogging. This qualitative case study gives Elementary Students voice as it examines their perceptions of blogging and their views of themselves as writers, readers, and learners. The researchers drew from multiple data sources, including student and teacher interviews, student and teacher blog writing, and classroom observations, to ascertain young writers' perspectives. The findings indicate these student bloggers' reader awareness and appreciation of the reader-writer relationship. Student bloggers also benefited from emotional and pedagogical assistance, both of which addressed their needs as writers, readers, and learners. While Students enjoyed positive comments from readers, they struggled with critical feedback. Ways to offer encouragement and to prepare young writers for critical comments as they learn to write are provided.
