Zobrazeno 1 - 10
of 26
pro vyhledávání: '"Catherine C. Chase"'
Publikováno v:
International Journal of STEM Education, Vol 6, Iss 1, Pp 1-22 (2019)
Abstract Background A key question in K-12 STEM education is how best to guide students as they engage in exploratory learning activities so that students develop transferable knowledge. We investigated this question in a study of teacher talk guidan
Externí odkaz:
https://doaj.org/article/5280e913ddb4495a8595815d36fb49c6
Autor:
Catherine C. Chase, Marianna Lamnina
Publikováno v:
Instructional Science. 49:661-685
While many view learning as a process of reducing learners’ uncertainty, research suggests that instruction that is uncertain can promote learning and transfer better than instruction that is certain. In addition, research on curiosity suggests tha
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1850fb09a572efef7661dee527fc5332
https://doi.org/10.1007/s11251-021-09557-2
https://doi.org/10.1007/s11251-021-09557-2
Publikováno v:
British Journal of Educational Technology. 52:57-74
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1bac1999c813de093ab697bcae478a9b
https://doi.org/10.1111/bjet.13021
https://doi.org/10.1111/bjet.13021
Autor:
Catherine C. Chase, Jenna Marks
Publikováno v:
Journal of Engineering Education. 108:547-573
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ac8880b7f85acc0796bf99d6ae40c8bf
https://doi.org/10.1002/jee.20294
https://doi.org/10.1002/jee.20294
Publikováno v:
Instructional Science. 47:551-588
Engaging in engineering tasks can help students learn science concepts. However, many engineering tasks lead students to focus more on the success of their construction than on learning science content, which can hurt students’ ability to learn and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e64ecc940f30888073bdefe0a8f40ff9
https://doi.org/10.1007/s11251-019-09493-2
https://doi.org/10.1007/s11251-019-09493-2
Publikováno v:
International Journal of Science Education. 41:1475-1495
Transfer is an important outcome of science and engineering education, but little work has explored factors that facilitate transfer of science concepts from engineering tasks. The transfer literat...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a0642e278e67db769c14b13a43ae0c72
https://doi.org/10.1080/09500693.2019.1613583
https://doi.org/10.1080/09500693.2019.1613583
Publikováno v:
International Journal of STEM Education, Vol 6, Iss 1, Pp 1-22 (2019)
Background A key question in K-12 STEM education is how best to guide students as they engage in exploratory learning activities so that students develop transferable knowledge. We investigated this question in a study of teacher talk guidance of an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f55647ef2ec9d78522084f104978e02f
http://link.springer.com/article/10.1186/s40594-019-0170-7
http://link.springer.com/article/10.1186/s40594-019-0170-7
Publikováno v:
International Journal of Artificial Intelligence in Education. 29:283-316
A successful instructional method is to engage learners with exploratory problem-solving before providing explanations of the canonical solutions and foundational concepts. A key question is whether and what type of guidance will lead learners to exp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ce734f5e6628fa5bdf9aa2006c23336e
https://doi.org/10.1007/s40593-019-00178-y
https://doi.org/10.1007/s40593-019-00178-y
Publikováno v:
Science Education. 103:440-471
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e16bf2c181e4df2aee7873ec2c7c163f
https://doi.org/10.1002/sce.21496
https://doi.org/10.1002/sce.21496
Autor:
David Klahr, Catherine C. Chase
Publikováno v:
Journal of Science Education and Technology. 26:582-596
An important, but as yet unresolved pedagogical question is whether discovery-oriented or direct instruction methods lead to greater learning and transfer. We address this issue in a study with 101 fourth and fifth grade students that contrasts two d
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f3df7e15ffd2dbdf77baac1695a9dff9
https://doi.org/10.1007/s10956-017-9700-6
https://doi.org/10.1007/s10956-017-9700-6