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Physical Sciences and Mathematics Commons™
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Full-Text Articles in Physical Sciences and Mathematics
An Investigation Of The Impact Of A Social Constructivist Teaching Approach, Based On Trigger Questions, Through Measures Of Mental Workload And Efficiency, Federico Gobbo, Luca Longo, Declan O'Sullivan, Giuliano Orru
An Investigation Of The Impact Of A Social Constructivist Teaching Approach, Based On Trigger Questions, Through Measures Of Mental Workload And Efficiency, Federico Gobbo, Luca Longo, Declan O'Sullivan, Giuliano Orru
Conference papers
Social constructivism is grounded on the construction of information with a focus on collaborative learning through social interactions. However, it tends to ignore the human mental architecture, pillar of cognitivism. A characteristic of cognitivism is that instructional designs built upon it are generally explicit, contrarily to constructivism. This position paper proposes a novel learning task that is aimed at combining both the approaches through the use of trigger questions in a collaborative activity executed after a traditional delivery of instructions. To evaluate this new task, a metric of efficiency based upon a measure of mental workload and a measure of …
Concept Mapping As A Tool For Enhancing Self-Paced Learning In A Distance Scenario, John Allen Richbourg
Concept Mapping As A Tool For Enhancing Self-Paced Learning In A Distance Scenario, John Allen Richbourg
Walden Dissertations and Doctoral Studies
Researchers have determined that concept maps serve as effective tools in the traditional science classroom. The purpose of this experimental study was to investigate concept mapping as a tool for student knowledge acquisition in 10th grade science for students in distance learning situations. Research questions were designed to investigate the influence of concept mapping on rate and quality of student knowledge acquisition and retention. This study was a pretest-posttest 2-group comparison study, constructivist in nature and based on the theory of cognitive learning. Participants included 36 students in the 10th grade at an inner-city school in the United States. Control …
Measuring Teachers' Learning From A Problem-Based Learning Approach To Professional Development In Science Education, Ayelet Weizman, Beth A. Covitt, Matthew J. Koehler, Mary A. Lundeberg, Joy A. Oslund, Mark R. Low, Janet Eberhardt, Mark Urban-Lurain
Measuring Teachers' Learning From A Problem-Based Learning Approach To Professional Development In Science Education, Ayelet Weizman, Beth A. Covitt, Matthew J. Koehler, Mary A. Lundeberg, Joy A. Oslund, Mark R. Low, Janet Eberhardt, Mark Urban-Lurain
Environmental Studies Faculty Publications
In th is study we measured changes in science teachers' conceptua I science u ndersta nd ing (content knowledge) and pedagogical content knowledge (PCK) while participating in a problem-based learning (PBL) model of professional development. Teachers participated in a two-week long workshop followed by nine monthly meetings during one academic year that focused on deepening their content understanding and their teaching practices. We analyzed teachers' short writings and concept map depictions of their understanding, and found teachers significantly developed components of pedagogical content knowledge and clinical reasoning, such as knowledge of assessment. Gains on conceptual understanding of science, however, were …