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Physical Sciences and Mathematics Commons™
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Articles 1 - 3 of 3
Full-Text Articles in Physical Sciences and Mathematics
New Multimedia Resources For Ecological Resilience Education In Modern University Classrooms, K. Hogan, J. Fowler, C. Barnes, A. Ludwig, D. Cristiano, D. Morales, R. Quinones, D. Twidwell, J. Dauer
New Multimedia Resources For Ecological Resilience Education In Modern University Classrooms, K. Hogan, J. Fowler, C. Barnes, A. Ludwig, D. Cristiano, D. Morales, R. Quinones, D. Twidwell, J. Dauer
School of Natural Resources: Faculty Publications
No abstract provided.
Modeling With A Conceptual Representation: Is It Necessary? Does It Work?, Rebecca C. Jordan, Steven Gray, Amanda E. Sorensen, Samantha Pasewark, Suparna Sinha, Cindy E. Hmelo-Silver
Modeling With A Conceptual Representation: Is It Necessary? Does It Work?, Rebecca C. Jordan, Steven Gray, Amanda E. Sorensen, Samantha Pasewark, Suparna Sinha, Cindy E. Hmelo-Silver
School of Natural Resources: Faculty Publications
In response to recent educational imperatives in the United States, modeling and systems thinking have been identified as being critical for science learning. In this paper, we investigate models in the classroom from two important perspectives: (1) from the teacher perspective to understand how teachers perceive models and use models in the classroom and (2) from the students perspective to understand how student use model-based reasoning to represent their understanding in a classroom setting. Qualitative data collected from 19 teachers who attended a professional development workshop in the northeastern United States indicate that while teachers see the value in teaching …
Modeling With A Conceptual Representation: Is It Necessary? Does It Work?, Rebecca C. Jordan, Steven Gray, Amanda E. Sorensen, Samantha Pasewark, Suparna Sinha, Cindy E. Hmelo-Silver
Modeling With A Conceptual Representation: Is It Necessary? Does It Work?, Rebecca C. Jordan, Steven Gray, Amanda E. Sorensen, Samantha Pasewark, Suparna Sinha, Cindy E. Hmelo-Silver
School of Natural Resources: Faculty Publications
In response to recent educational imperatives in the United States, modeling and systems thinking have been identified as being critical for science learning. In this paper, we investigate models in the classroom from two important perspectives: (1) from the teacher perspective to understand how teachers perceive models and use models in the classroom and (2) from the students perspective to understand how student use model-based reasoning to represent their understanding in a classroom setting. Qualitative data collected from 19 teachers who attended a professional development workshop in the northeastern United States indicate that while teachers see the value in teaching …