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Science and Mathematics Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
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- 1.01 Communication instruction (1)
- 1.02 Instructional techniques (1)
- 1.04 Nonformal/extension education and outreach (1)
- 2.01 Video and audio equipment (1)
- 2.02 Multimedia development (1)
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- 2.04 Nonformal/extension education and outreach (using technology) (1)
- 2.05 Instructional design (1)
- 3.03 Video (1)
- 3.05 Broadcast (1)
- 3.08 Multimedia (1)
- Distance education (1)
- Electronic field trip (1)
- Mobile (1)
- Online engagement (1)
- STEM (1)
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- Science communication (1)
- Standardised assessment; Test wiseness; Test preparation; Mathematics education; Primary education; NAPLAN. (1)
- Streaming Science (1)
Articles 1 - 2 of 2
Full-Text Articles in Science and Mathematics Education
Electronic Field Trips For Science Engagement: The Streaming Science Model, Jamie Loizzo, Mary J. Harner, Deborah J. Weitzenkamp, Kevin Kent
Electronic Field Trips For Science Engagement: The Streaming Science Model, Jamie Loizzo, Mary J. Harner, Deborah J. Weitzenkamp, Kevin Kent
Journal of Applied Communications
While institutions of higher education work to engage PK-12 youth in STEM (science, technology, engineering, and mathematics) concepts and careers via in-person programming, PK-12 teachers and students face many logistical and access constraints for physically traveling to sites off of school grounds during the school day. Throughout the years, electronic field trips (EFTs) have offered a digital way for schools to engage in meaningful ways with museums, parks, laboratories, and field research sites. In order for EFTs to be effective, they should be cost effective and created collaboratively with teachers, students, subject matter experts, and instructional design and communication professionals. …
The Impact Of A Short Test-Wiseness Intervention On Standardised Numeracy Assessment Scores: A Cautionary Tale About Using Naplan Growth Data To Evaluate Primary Schools, James A. Russo
Networks: An Online Journal for Teacher Research
Building on the rich tradition of ‘teacher as researcher’ in mathematics education, I describe a study undertaken whilst working as a mathematics specialist in an Australian primary school. The focus of the study was on examining whether explicitly teaching students test-taking strategies (‘test-wiseness’) improved their performance on a standardised numeracy assessment; specifically a practice version of the Year 3 National Assessment Program – Literacy and Numeracy (NAPLAN). The study was unusual for teacher-research in that it adopted an experimental design. Thirty-eight Year 2 students (7 and 8 year olds) were randomly allocated to either an intervention condition (n=19) focused on …