Name
Title | ||
|---|---|---|
Spatial and temporal embedding for science inquiry: an empirical study of student learning |
Abstract | ||
|---|---|---|
In consecutive years, a fifth grade teacher of a self-contained classroom enacted five-week Earth sciences units that included learning activities focusing on the interpretation of seismograms and the location of earthquake epicenters. In one class, the unit utilized an embedded design that situated learners within the spatial and temporal extent of the phenomenon during the epicenter determination activities. In the other class, while the activity set remained the same, the embedding features were removed. Students in the embedded condition demonstrated greater learning gains than their non-embedded counterparts in prepost assessments of student skill, declarative knowledge, and conceptual understandings, even among topics unrelated to the determination of epicenters. Post-activity student interviews evidenced strong preference for the immersive, asynchronous, and temporal staging components of the embedded condition. |
Year | Venue | Keywords |
|---|---|---|
2010 | ICLS (1) | post-activity student interview,embedded condition,conceptual understanding,temporal extent,student skill,empirical study,science inquiry,epicenter determination activity,greater learning gain,embedded design,student learning,activity set,temporal embedding,temporal staging component |
Field | DocType | Citations |
Situated,Asynchronous communication,Descriptive knowledge,Embedding,Psychology,Mathematics education,Phenomenon,Empirical research,Embedded design,Student learning | Conference | 3 |
PageRank | References | Authors |
0.80 | 3 | 6 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Tom Moher | 1 | 113 | 18.08 |
| Jennifer Wiley | 2 | 35 | 5.84 |
| Allison Jaeger | 3 | 7 | 2.73 |
| Brenda Lopez Silva | 4 | 24 | 5.49 |
| Francesco Novellis | 5 | 4 | 1.19 |
| Debi Kilb | 6 | 27 | 4.11 |