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Social and Behavioral Sciences

Utah State University

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Full-Text Articles in Education

What Do Students Gain From A Week At Science Camp? Youth Perceptions And The Design Of An Immersive Research-Oriented Astronomy Camp, Deborah A. Fields Jan 2009

What Do Students Gain From A Week At Science Camp? Youth Perceptions And The Design Of An Immersive Research-Oriented Astronomy Camp, Deborah A. Fields

Instructional Technology and Learning Sciences Faculty Publications

This study explored American high school students’ perceptions of the benefits of a summer astronomy camp, emphasizing a full cycle of the research process and how the organization of the camp contributed to those perceptions. Semi-structured interviews with students and staff were used to elicit the specific benefits that campers perceived from their experiences and examine them in relation to the stated goals and strategies of camp staff. Among the perceived benefits that students described were peer relationships, personal autonomy, positive relationships with staff, and deepened science knowledge. These perceived benefits appear to influence the kinds of identities students constructed …

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La Enseñanza De La Escritura De Textos Académicos Para Los Estudiantes BilingüEs: Prácticas Pedagógicas De Dos Preparatorias En México Y En Los Estados Unidos, Maria Luisa Spicer-Ecalante Jan 2009

La Enseñanza De La Escritura De Textos Académicos Para Los Estudiantes BilingüEs: Prácticas Pedagógicas De Dos Preparatorias En México Y En Los Estados Unidos, Maria Luisa Spicer-Ecalante

Languages, Philosophy, and Communication Studies Faculty Publications

Con base en observaciones de clases, en el análisis de programas de estudio y en entrevistas individuales con los directores, maestros y estudiantes, este artículon tenta exponer la situación actual de la enseñanza de la escritura de textos académicos para los estudiantes bilingües en dos escuelas preparatorias de México y de los Estados Unidos. Esta investigación describe los métodos pedagógicos que senstrumentan en el aula para la enseñanza, la preparación académica y/o práctica de los maestros en cuestión de instrucción de la escritura y el efecto que estan instrucción tiene en la percepción que los estudiantes asumen respecto a sus …

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Mixed Methods For Mixed Reality: Overcoming Methodological Challenges To Understand User Activities In Virtual Worlds, David F. Feldon, Yasmin B. Kafai Dec 2008

Mixed Methods For Mixed Reality: Overcoming Methodological Challenges To Understand User Activities In Virtual Worlds, David F. Feldon, Yasmin B. Kafai

Instructional Technology and Learning Sciences Faculty Publications

This paper examines the use of mixed methods for analyzing users’ avatar-related activities in a virtual world. Server logs recorded keystroke-level activity for 595 participants over a six-month period in Whyville.net, an informal science website. Participants also completed surveys and participated in interviews regarding their experiences. Additionally, the study included online ethnographic observations of Whyville and offline observations of a subset of 88 users in classroom and after-school settings during their participation. A mixed-methods analysis identified a major user emphasis on avatar appearance and customization that was invariant across user typologies. Implications for the use of mixed methods in online …

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Psy 7670 - Literature Reviews, Spring 2008, Karl White, M. Harrison Fitt, Tom Caswell Jan 2008

Psy 7670 - Literature Reviews, Spring 2008, Karl White, M. Harrison Fitt, Tom Caswell

Psychology - OCW

This course is designed to help students in doctoral programs write a literature review that is appropriate for a dissertation or thesis proposal. The course will emphasize skills for writing the Problem Statement and conducting and writing the Review of Literature. Even though the Procedures section is an important part of the dissertation proposal, it will not be dealt with extensively in this class. Other courses which deal specifically with the appropriate design, analysis, and interpretation issues which the student will use for his or her research should be taken prior to this course. Substantial time will be devoted to …

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Cognitive Load And Classroom Teaching: The Double-Edged Sword Of Automaticity, David F. Feldon Jul 2007

Cognitive Load And Classroom Teaching: The Double-Edged Sword Of Automaticity, David F. Feldon

Instructional Technology and Learning Sciences Faculty Publications

Research in the development of teacher cognition and teaching performance in K–12 classrooms has identified consistent challenges and patterns of behavior that are congruent with the predictions of dual-process models of cognition. However, cognitive models of information processing are not often used to synthesize these results. This article reviews findings from the research on teaching and teacher education through the lens of a dual-process model and emphasizes the role that cognitive load plays in driving teaching performance. Data reflecting the salience of automaticity and its relationship with cognitive overload are highlighted, and implications for teacher preparation and inservice training strategies …

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Implications Of Research On Expertise For Curriculum And Pedagogy, David F. Feldon Jun 2007

Implications Of Research On Expertise For Curriculum And Pedagogy, David F. Feldon

Instructional Technology and Learning Sciences Faculty Publications

Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies. However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994; Cooke & Breedin, 1994). This article evaluates research on experts’ cognition, the accuracy of experts’ self-reports, and the efficacy of instruction based on experts’ self-reports. Analysis of this evidence indicates that experts’ free recall of strategies introduces errors and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based …

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Perspectives On Teachers As Digital Library Users: Consumers, Contributors, And Designers, Mimi Recker Sep 2006

Perspectives On Teachers As Digital Library Users: Consumers, Contributors, And Designers, Mimi Recker

Instructional Technology and Learning Sciences Faculty Publications

"...freed of the constraints of physical space and media, digital libraries can be more adaptive and reflective of the communities they serve. They should be collaborative, allowing users to contribute knowledge to the library, either actively through annotations, reviews, and the like, or passively through their patterns of resource use. In addition, they should be contextual, expressing the expanding web of inter-relationships and layers of knowledge that extend among selected primary resources. In this manner, the core of the digital library should be an evolving information base, weaving together professional selection and the 'wisdom of crowds.'" (Lagoze, Krafft, Payette, & …

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Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam Jan 2006

Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam

Instructional Technology and Learning Sciences Faculty Publications

This paper, as part of a symposium on the analysis of clinical interview data and the development of a framework for analyzing students' intuitive science knowledge, identifies and discusses methodological challenges encountered when specifying the knowledge elements and resources are invoked dynamically during a clinical interview. Drawing from interviews with middle school students about the seasons and an analysis of knowledge in terms of 'nodes', two classes of problems are identified: those associated with identification of nodes and those associated with their application as codes to a transcript-based data corpus. We posit that these challenges are common ones associated with …

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A Design-Based Research Strategy To Promote Scalability For Educational Innovations, Jody Clarke-Midura, C. Dede, D. J. Ketelhut, B. Nelson, C. Bowman Jan 2006

A Design-Based Research Strategy To Promote Scalability For Educational Innovations, Jody Clarke-Midura, C. Dede, D. J. Ketelhut, B. Nelson, C. Bowman

Instructional Technology and Learning Sciences Faculty Publications

This article offers insights into how the design of innovations can enhance their “scalability”: the ability to adapt an innovation to effective usage in a wide variety of contexts, including settings where major conditions for success are absent or attenuated. We are implementing the River City MUVE curriculum, a technology-based innovation designed to enhance engagement and learning in middle school science, in a range of educational contexts. Based on our studies of these scaling up activities, we offer examples of design strategies for scalability and describe our plan to develop a “scalability index.”

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Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam Jan 2006

Methodological Challenges For Identifying And Coding Diverse Knowledge Elements In Interview Data, Victor R. Lee, Moshe Krakowski, Bruce Sherin, Megan Bang, Gregory Dam

Instructional Technology and Learning Sciences Faculty Publications

This paper, as part of a symposium on the analysis of clinical interview data and the development of a framework for analyzing students' intuitive science knowledge, identifies and discusses methodological challenges encountered when specifying the knowledge elements and resources are invoked dynamically during a clinical interview. Drawing from interviews with middle school students about the seasons and an analysis of knowledge in terms of 'nodes', two classes of problems are identified: those associated with identification of nodes and those associated with their application as codes to a transcript-based data corpus. We posit that these challenges are common ones associated with …

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Design-Based Research Strategies For Developing A Scientific Inquiry Curriculum In A Multi-User Virtual Environment, B. Nelson, D. J. Ketelhut, Jody Clarke-Midura, C. Bowman, C. Dede Jan 2005

Design-Based Research Strategies For Developing A Scientific Inquiry Curriculum In A Multi-User Virtual Environment, B. Nelson, D. J. Ketelhut, Jody Clarke-Midura, C. Bowman, C. Dede

Instructional Technology and Learning Sciences Faculty Publications

This National Science Foundation funded project is studying graphical multi-user virtual environments (MUVEs) to investigate whether using this interactive medium in classroom settings can simulate real-world experimentation and can provide students with engaging, meaningful learning experiences that enhance scientific literacy. In the project's River City curriculum, teams of middle school students are asked to collaboratively solve a digital 19th century city's problems with illness, through interaction with digital artifacts, tacit clues, and computer-based 'agents' acting as mentors and colleagues in a virtual community of practice. This article describes the design-based research strategy by which we are currently extending an educational …

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Community Collaborations, Deb Jones Jul 2004

Community Collaborations, Deb Jones

All Current Publications

The goal of community collaboration is to bring individuals and members of communities, agencies and organizations together in an atmosphere of support to identify and solve existing and emerging problems that could not be solved by one group alone. Collaborators form lasting partnerships, combine resources to work toward a common goal, and provide a support base for sustaining programs.

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Finding Answers To Complex Questions, Anne R. Diekama, Ozgur Yilmazel, Jiangping Chen, Sarah Harwell, Lan He, Elizabeth D. Liddy Jan 2004

Finding Answers To Complex Questions, Anne R. Diekama, Ozgur Yilmazel, Jiangping Chen, Sarah Harwell, Lan He, Elizabeth D. Liddy

Instructional Technology and Learning Sciences Faculty Publications

In this chapter, we motivate one potential type of future QA system that deals with questions more complex than simple factoid questions and which provides answers with their supporting context. Our approach is based on the issues we faced when developing and delivering a QA system to deal with real time questions in the domain of RLVs within the larger field of aerospace engineering. This particular domain, the actual users of the system, and the questions asked, all demanded a change in our question-answering strategy. First, the chapter will present background on the project that provided the context and a …

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