Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Jennifer L. Eastwood"'
Publikováno v:
Med Sci Educ
Collaborative testing blends collaborative learning and assessment, engaging small groups of students in answering exam questions as a team. Previous studies have shown that collaborative testing promotes increased student performance and short-term
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9454564c8d7d3d77a96349a5fc1b84a2
https://doi.org/10.1007/s40670-020-00944-x
https://doi.org/10.1007/s40670-020-00944-x
Autor:
Barbara Joyce, Ernest Krug, Misa Mi, Elysa R. Koppelman-White, Jennifer L. Eastwood, Jason Adam Wasserman
Publikováno v:
International Journal of Medical Education
Objective To review the research literature on epistemic cognition in medical education. Methods We conducted database searches using keywords related to epistemic cognition and medical education or practice. In duplicate, authors selected and review
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::86413017eff05a9cd20106a34319cecb
https://doi.org/10.5116/ijme.5849.bfce
https://doi.org/10.5116/ijme.5849.bfce
Publikováno v:
The FASEB Journal. 32
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0553811efc135826bbc1cff83fdb6db4
https://doi.org/10.1096/fasebj.2018.32.1_supplement.21.6
https://doi.org/10.1096/fasebj.2018.32.1_supplement.21.6
Autor:
Karen E. Pinder, Jennifer L. Eastwood
Publikováno v:
The FASEB Journal. 32
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3252022305e979afbbd6ebe654e8bb20
https://doi.org/10.1096/fasebj.2018.32.1_supplement.241.2
https://doi.org/10.1096/fasebj.2018.32.1_supplement.241.2
Autor:
Jennifer L. Eastwood, Troy D. Sadler
Publikováno v:
Computers & Education. 66:11-24
Research in education suggests that computer games can serve as powerful learning environments, however, teachers perceive many obstacles to using games as teaching tools. In this study, we examine three science teachers' implementation and perceptio
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5fd5ddc280a3bb25deb03179dfb1e833
https://doi.org/10.1016/j.compedu.2013.02.003
https://doi.org/10.1016/j.compedu.2013.02.003
Autor:
Leila Amiri, Anna Lewis, Jennifer L. Eastwood, Dana L. Zeidler, Troy D. Sadler, Scott Applebaum
Publikováno v:
International Journal of Science Education. 34:2289-2315
The purpose of this study was to investigate the effects of two learning contexts for explicit-reflective nature of science (NOS) instruction, socioscientific issues (SSI) driven and content driven, on student NOS conceptions. Four classes of 11th an
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::557125ef20d3487d367d8384a1dac743
https://doi.org/10.1080/09500693.2012.667582
https://doi.org/10.1080/09500693.2012.667582
Publikováno v:
Research in Science Education. 43:1051-1078
The purpose of this study was to examine whether Socioscientific Issues (SSI) based learning environments affect university students’ epistemological understanding of scientific inquiry differently from traditional science educational contexts. We
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::eb6cc3799209cca3280526ddd3c6293f
https://doi.org/10.1007/s11165-012-9298-x
https://doi.org/10.1007/s11165-012-9298-x
Publikováno v:
International Journal of Science Education. 34:1371-1392
This study explored ‘To what extent will preservice teachers with adequate nature of science (NOS) conceptions and who participate in a community supporting NOS instruction teach NOS in their internship settings?’ Using a combination of focus gro
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3f4c57328940f877b5d7fa1aaabdc33e
https://doi.org/10.1080/09500693.2011.639100
https://doi.org/10.1080/09500693.2011.639100
Publikováno v:
Journal of Science Teacher Education. 23:133-157
This study explored preservice teachers’ views of their own cultural values, the cultural values they believed scientists hold, and the relationships of these views to their conceptions of nature of science (NOS). Parallel assignments in a foundati
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::00078335dbe8abefbd2a3d221963a5f6
https://doi.org/10.1007/s10972-011-9244-1
https://doi.org/10.1007/s10972-011-9244-1
Autor:
Adam V. Maltese, Josh Deleeuw, Robert L. Goldstone, Jennifer L. Eastwood, Joshua A. Danish, Benjamin A. Motz
Publikováno v:
The FASEB Journal. 29
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c0e9e5e8c791e043812e3b1cd7c20467
https://doi.org/10.1096/fasebj.29.1_supplement.689.8
https://doi.org/10.1096/fasebj.29.1_supplement.689.8