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Articles 1 - 8 of 8
Full-Text Articles in Education
Portable Water Purification System, Marc Compere, Yan Tang, Shavin Pinto, Yung Wong
Portable Water Purification System, Marc Compere, Yan Tang, Shavin Pinto, Yung Wong
Publications
An ultra-portable water purification system (1). The system (1) can include a pump (22) for pumping water under pressure through the water purification system (1). The system (1) can also include a battery (14) for supplying power to operate the pump (22), a power source (10) for providing power to the battery (14) and the pump (22), and a charge controller (18), electrically connected to the power source (10), battery (14), and pump (22), for regulating power received from the power source (10) and limiting the power provided to the battery (14) to power the pump (22). The water purification …
Characterizing Teaching Assistants’ Knowledge And Beliefs Following Professional Development Activities Within An Inquiry-Based General Chemistry Context, Lindsay B. Wheeler, Jennifer L. Maeng, Brooke A. Whitworth
Characterizing Teaching Assistants’ Knowledge And Beliefs Following Professional Development Activities Within An Inquiry-Based General Chemistry Context, Lindsay B. Wheeler, Jennifer L. Maeng, Brooke A. Whitworth
Publications
The purpose of this investigation was to explore changes in undergraduate and graduate teaching assistants’ (TAs’) content knowledge and beliefs about teaching within the context of an inquiry-based laboratory course. TAs received professional development (PD), which was informed by the TA training literature base and was designed for TAs implementing a guided inquiry approach to general chemistry laboratory instruction. TAs engaged in ∼20 h of presemester PD and ∼30 h of weekly follow-up PD during the semester. The study utilized a multiple-methods approach within a social constructivist framework to assess changes in the TAs. Participants included eight graduate TAs and …
Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?, Amanda L. Gonczi, Jennifer L. Maeng, Randy L. Bell, Brooke A. Whitworth
Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?, Amanda L. Gonczi, Jennifer L. Maeng, Randy L. Bell, Brooke A. Whitworth
Publications
This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics. Cohort 2 was situated in nature and provided three additional elements: (a) modeling simulation use within inquiry-based instruction; (b) collaboration; and (c) provision of content-relevant lesson planning time. There was no difference in the extent of simulation use between cohorts, χ2(1) = 0.878, p = .349, φ = −0.075. Results …
Gaiseing Into The New Guidelines, Robert Carver, Megan Mocko, Jeffrey Witmer, Beverly Wood
Gaiseing Into The New Guidelines, Robert Carver, Megan Mocko, Jeffrey Witmer, Beverly Wood
Publications
The first GAISE College Report came out in 2005. Over the past ten years our discipline has changed in many ways, including but not limited to what type of data is easily available, the technology that we use, as well as how we teach students. In this presentation we will briefly start with how the new GAISE 2016 guidelines and goals have changed, including the two new emphases of statistical thinking: giving students experience with multivariable thinking and with the investigative process. So how do you start to implement these new ideas? In this presentation, we will demonstrate an activity …
Multivariate Thinking In An Intro Stats Course – Is It Possible?, Beverly Wood
Multivariate Thinking In An Intro Stats Course – Is It Possible?, Beverly Wood
Publications
Many of our students have an intuitive sense that there is more to the story than univariate or bivariate data can tell us. We can acknowledge and encourage that habit of digging deeper by demonstrating some ways to look at additional variables. Simpson’s paradox and side-by-side scatter plots are ways to provide a glimpse of more complex analysis that are accessible to students in an introductory course with or without strong quantitative skills.
Persistent Teaching Practices After Geospatial Technology Professional Development, Lori A. Rubino-Hare, Brooke A. Whitworth, Nena E. Bloom, Jennifer M. Claesgens, Kristi M. Fredrickson, James C. Sample
Persistent Teaching Practices After Geospatial Technology Professional Development, Lori A. Rubino-Hare, Brooke A. Whitworth, Nena E. Bloom, Jennifer M. Claesgens, Kristi M. Fredrickson, James C. Sample
Publications
This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and contexts 1 to 2 years following professional development. The sample consisted of 10 fifth- to ninth-grade teachers. Data sources included artifacts, observations, interviews, and a GST performance assessment and were analyzed using a constant comparative approach. Teachers’ teaching actions, beliefs, context, and technology skills were categorized. Results indicated that all of the teachers had high beliefs, but their context and level of technology skills strongly influenced their teaching actions. Two types of teachers …
Stem Learning In Your Own Backyard, Brooke A. Whitworth, Stephanie Beyea, Melora Purell
Stem Learning In Your Own Backyard, Brooke A. Whitworth, Stephanie Beyea, Melora Purell
Publications
No abstract provided.
Persistent Teaching Practices After Geospatial Technology Professional Development, Lori A. Rubino-Hare, Brooke A. Whitworth, Nena E. Bloom, Jennifer M. Claesgens, Kristi M. Fredrickson, James C. Sample
Persistent Teaching Practices After Geospatial Technology Professional Development, Lori A. Rubino-Hare, Brooke A. Whitworth, Nena E. Bloom, Jennifer M. Claesgens, Kristi M. Fredrickson, James C. Sample
Publications
This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and contexts 1 to 2 years following professional development. The sample consisted of 10 fifth- to ninth-grade teachers. Data sources included artifacts, observations, interviews, and a GST performance assessment and were analyzed using a constant comparative approach. Teachers’ teaching actions, beliefs, context, and technology skills were categorized. Results indicated that all of the teachers had high beliefs, but their context and level of technology skills strongly influenced their teaching actions. Two types of teachers …