The Experts below are selected from a list of 76404 Experts worldwide ranked by ideXlab platform
Joanna Smeed - One of the best experts on this subject based on the ideXlab platform.
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advancing integrated stem learning through engineering design sixth grade students design and construction of earthquake resistant buildings
Journal of Educational Research, 2017Co-Authors: Lyn D English, Donna King, Joanna SmeedAbstract:ABSTRACTAs part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based Problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of constraints. On testing, students redesigned to build an improved structure. Using a framework of design processes, we report on the students' capabilities in planning, creating annotated sketches, and transforming these into 3D models. An understanding of core STEM concepts was apparent in their responses, including shape properties, stability, rigidity, balance, strength, and engineering techniques. Group Problem Solving involved moving iteratively between design phases, frequently revisiting Problem scoping, being cognizant of the Problem goal, boundaries and constraints, and appreciating design sketches as guiding constructions. Students were also ob...
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advancing integrated stem learning through engineering design sixth grade students design and construction of earthquake resistant buildings
Journal of Educational Research, 2017Co-Authors: Lyn D English, Donna King, Joanna SmeedAbstract:As part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based Problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of constraints. On testing, students redesigned to build an improved structure. Using a framework of design processes, we report on the students' capabilities in planning, creating annotated sketches, and transforming these into 3D models. An understanding of core STEM concepts was apparent in their responses, including shape properties, stability, rigidity, balance, strength, and engineering techniques. Group Problem Solving involved moving iteratively between design phases, frequently revisiting Problem scoping, being cognizant of the Problem goal, boundaries and constraints, and appreciating design sketches as guiding constructions. Students were also observed to consider a number of Problem components simultaneously, indicating their capabilities in handling the complexity of the task.
Lyn D English - One of the best experts on this subject based on the ideXlab platform.
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advancing integrated stem learning through engineering design sixth grade students design and construction of earthquake resistant buildings
Journal of Educational Research, 2017Co-Authors: Lyn D English, Donna King, Joanna SmeedAbstract:ABSTRACTAs part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based Problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of constraints. On testing, students redesigned to build an improved structure. Using a framework of design processes, we report on the students' capabilities in planning, creating annotated sketches, and transforming these into 3D models. An understanding of core STEM concepts was apparent in their responses, including shape properties, stability, rigidity, balance, strength, and engineering techniques. Group Problem Solving involved moving iteratively between design phases, frequently revisiting Problem scoping, being cognizant of the Problem goal, boundaries and constraints, and appreciating design sketches as guiding constructions. Students were also ob...
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advancing integrated stem learning through engineering design sixth grade students design and construction of earthquake resistant buildings
Journal of Educational Research, 2017Co-Authors: Lyn D English, Donna King, Joanna SmeedAbstract:As part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based Problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of constraints. On testing, students redesigned to build an improved structure. Using a framework of design processes, we report on the students' capabilities in planning, creating annotated sketches, and transforming these into 3D models. An understanding of core STEM concepts was apparent in their responses, including shape properties, stability, rigidity, balance, strength, and engineering techniques. Group Problem Solving involved moving iteratively between design phases, frequently revisiting Problem scoping, being cognizant of the Problem goal, boundaries and constraints, and appreciating design sketches as guiding constructions. Students were also observed to consider a number of Problem components simultaneously, indicating their capabilities in handling the complexity of the task.
Donna King - One of the best experts on this subject based on the ideXlab platform.
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advancing integrated stem learning through engineering design sixth grade students design and construction of earthquake resistant buildings
Journal of Educational Research, 2017Co-Authors: Lyn D English, Donna King, Joanna SmeedAbstract:ABSTRACTAs part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based Problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of constraints. On testing, students redesigned to build an improved structure. Using a framework of design processes, we report on the students' capabilities in planning, creating annotated sketches, and transforming these into 3D models. An understanding of core STEM concepts was apparent in their responses, including shape properties, stability, rigidity, balance, strength, and engineering techniques. Group Problem Solving involved moving iteratively between design phases, frequently revisiting Problem scoping, being cognizant of the Problem goal, boundaries and constraints, and appreciating design sketches as guiding constructions. Students were also ob...
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advancing integrated stem learning through engineering design sixth grade students design and construction of earthquake resistant buildings
Journal of Educational Research, 2017Co-Authors: Lyn D English, Donna King, Joanna SmeedAbstract:As part of a 3-year longitudinal study, 136 sixth-grade students completed an engineering-based Problem on earthquakes involving integrated STEM learning. Students employed engineering design processes and STEM disciplinary knowledge to plan, sketch, then construct a building designed to withstand earthquake damage, taking into account a number of constraints. On testing, students redesigned to build an improved structure. Using a framework of design processes, we report on the students' capabilities in planning, creating annotated sketches, and transforming these into 3D models. An understanding of core STEM concepts was apparent in their responses, including shape properties, stability, rigidity, balance, strength, and engineering techniques. Group Problem Solving involved moving iteratively between design phases, frequently revisiting Problem scoping, being cognizant of the Problem goal, boundaries and constraints, and appreciating design sketches as guiding constructions. Students were also observed to consider a number of Problem components simultaneously, indicating their capabilities in handling the complexity of the task.
Junelyn Peeples - One of the best experts on this subject based on the ideXlab platform.
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flipped classroom modules for large enrollment general chemistry courses a low barrier approach to increase active learning and improve student grades
Chemistry Education Research and Practice, 2016Co-Authors: Jack F Eichler, Junelyn PeeplesAbstract:In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered lectures in their classrooms. In an effort to create a low barrier approach for the implementation of active learning pedagogies in introductory science courses, flipped classroom modules for large enrollment general chemistry course sequence have been created. Herein is described how student response systems (clickers) and Problem-based case studies have been used to increase student engagement, and how flipped classroom modules have integrated these case studies as collaborative Group Problem Solving activities in 250–500 seat lecture halls. Preliminary evaluation efforts found the flipped classroom modules provided convenient access to learning materials that increased the use of active learning in lecture and resulted in a significant improvement in the course grade point average (GPA) compared to a non-flipped class. These results suggest this approach to implementing a flipped classroom can act as a model for integrating active learning into large enrollment introductory chemistry courses that yields successful outcomes.
Ming Ming Chiu - One of the best experts on this subject based on the ideXlab platform.
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flowing toward correct contributions during Group Problem Solving a statistical discourse analysis
The Journal of the Learning Sciences, 2008Co-Authors: Ming Ming ChiuAbstract:Groups that created more correct ideas (correct contributions or CCs) might be more likely to solve a Problem, and students' recent actions (micro-time context) might aid CC creation. 80 high school students worked in Groups of 4 on an algebra Problem. Groups with higher mathematics grades or more CCs were more likely to solve the Problem. Dynamic multilevel analysis statistically identified watersheds (breakpoints) that divided each Group's conversation into distinct time periods with many CCs versus few CCs, and modeled the Groups' 2,951 conversation turns. Wrong contributions, correct evaluations of one another's ideas, justifications, and polite disagreements increased the likelihood of a CC. In contrast, questions, rude disagreements, and agreements reduced it. Justifications had the largest effects, whereas the effects of correct evaluations lasted 3 speaker turns. Some effects differed across Groups or time periods. In Groups that solved the Problem, justifications were more likely to yield CCs, an...
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Group Problem Solving processes social interactions and individual actions
Journal for The Theory of Social Behaviour, 2000Co-Authors: Ming Ming ChiuAbstract:To help consider why some Groups solve Problems successfully but others do not, this article introduces a framework for analyzing sequences of Group members' actions. The dimensions of evaluation of the previous action (supportive, critical, unresponsive), knowledge content (contribution, repetition, null), and invitational form (command, question, statement) organize twenty-seven individual actions, each with specific functions and conditions of use. Evaluations, repetitions and invitational forms link actions together to create coherent social interactions, and thereby serve as possible quantitative measures of collaboration quality. Specific individual action also helps constitute specific social interactions. Six types of social interactions that occur during Group Problem-Solving are organized by Problem knowledge distribution (no one knows a Problem approach, some know, or everyone knows) and degree of cooperation (independent or cooperative), This framework's mutually exclusive categories and multi-function individual actions allow statistical analyses of many Group interactions both in their entirety and in fine detail.