Zobrazeno 1 - 10
of 63
pro vyhledávání: '"Fred Goldberg"'
Publikováno v:
Disciplinary and Interdisciplinary Science Education Research, Vol 6, Iss 1, Pp 1-32 (2024)
Abstract Faculty development and support play an important role in improving undergraduate STEM education. Learning communities, including Faculty Online Learning Communities (FOLCs), can be a valuable resource for faculty seeking professional growth
Externí odkaz:
https://doaj.org/article/736f14132a7a4a77b35a34245e433e3b
Publikováno v:
International Journal of STEM Education, Vol 9, Iss 1, Pp 1-20 (2022)
Abstract Background Faculty Learning Communities (FLCs) and Faculty Online Learning Communities (FOLCs) are ways to support STEM faculty implementing research-based curricula. In these communities, faculty facilitators take on the role of sharing exp
Externí odkaz:
https://doaj.org/article/937edb4a6f0046e0855d11fb617d8436
Autor:
Alexandra C. Lau, Makenna Martin, Adriana Corrales, Chandra Turpen, Fred Goldberg, Edward Price
Publikováno v:
International Journal of STEM Education, Vol 8, Iss 1, Pp 1-24 (2021)
Abstract Background While many research-based instructional strategies in STEM have been developed, faculty need support in implementing and sustaining use of these strategies. A number of STEM faculty professional development programs aim to provide
Externí odkaz:
https://doaj.org/article/37f97426b66e4b99aee16bd6b2b47282
Autor:
Edward Price, Alexandra C. Lau, Fred Goldberg, Chandra Turpen, P. Sean Smith, Melissa Dancy, Steve Robinson
Publikováno v:
International Journal of STEM Education, Vol 8, Iss 1, Pp 1-26 (2021)
Abstract Background Adoption and use of effective, research-based instructional strategies (RBISs) for STEM education is less widespread than hoped. To promote further use of RBISs, the propagation paradigm suggests that developers work with potentia
Externí odkaz:
https://doaj.org/article/bb55f86dd6414cd3a1e4cff746c87ad0
Publikováno v:
International Journal of STEM Education, Vol 7, Iss 1, Pp 1-15 (2020)
Abstract Background Incorporating research-based instructional strategies (RBISs) into college classrooms is essential for improving learning outcomes. However, the rate of implementation of new strategies is quite low. The development and disseminat
Externí odkaz:
https://doaj.org/article/e142b9c8e86b4a178f1695094bc5ad22
Autor:
Danielle B. Harlow, Valerie K. Otero, Anne E. Leak, Steve Robinson, Edward Price, Fred Goldberg
Publikováno v:
Physical Review Physics Education Research, Vol 16, Iss 2, p 020155 (2020)
[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] Fifteen years ago, following recommendations from research on science education for prospective teachers and for students more broadly, Physics and Everyday
Externí odkaz:
https://doaj.org/article/62950fef382149399b079648e77192d9
Publikováno v:
Review of Science, Mathematics and ICT Education, Vol 6, Iss 1, Pp 51-72 (2012)
Energy, like “the whole of science…is nothing more than a refinement of everyday thinking” (Einstein, 1936). It is a refinement in two respects, both conceptually, in the particular canonical features of the concept, and epistemologically, in t
Externí odkaz:
https://doaj.org/article/51ec471b44f4460397d5f70c2552b9f5
Validity of peer grading using Calibrated Peer Review in a guided-inquiry, conceptual physics course
Publikováno v:
Physical Review Physics Education Research, Vol 12, Iss 2, p 020145 (2016)
Constructing and evaluating explanations are important science practices, but in large classes it can be difficult to effectively engage students in these practices and provide feedback. Peer review and grading are scalable instructional approaches t
Externí odkaz:
https://doaj.org/article/f603a8ceecea4d1e9afb1cc6cfb6e71e
Publikováno v:
Physical Review Special Topics. Physics Education Research, Vol 8, Iss 1 (2012)
We report on the adaptation of the small enrollment, lab and discussion based physical science course, Physical Science and Everyday Thinking (PSET), for a large-enrollment, lecture-style setting. Like PSET, the new Learning Physical Science (LEPS) c
Externí odkaz:
https://doaj.org/article/d24ea1d2dc4d4fc29e6716005190644f
Publikováno v:
International Journal of STEM Education, Vol 7, Iss 1, Pp 1-15 (2020)
Background Incorporating research-based instructional strategies (RBISs) into college classrooms is essential for improving learning outcomes. However, the rate of implementation of new strategies is quite low. The development and dissemination model
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d07bdd361f0a7c444949b34c755d46f5
http://link.springer.com/article/10.1186/s40594-020-00221-8
http://link.springer.com/article/10.1186/s40594-020-00221-8