Search results for author:"Christina Schwarz"
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Annual Meeting of the American Educational Research Association 1998 (April 1998)
This paper reports on the evaluation of an 11-week curriculum created to foster seventh grade students' understanding of scientific modeling. In the curriculum, students engaged in model-oriented activities such as creating non-Newtonian computer...
The Influence of Curriculum, Instruction, Technology, and Social Interactions on Two Fifth-Grade Students' Epistemologies in Modeling throughout a Model-Based Curriculum Unit
Journal of Science Education and Technology Vol. 24, No. 2 (April 2015) pp. 216–233
In the past decade, reform efforts in science education have increasingly attended to engaging students in scientific practices such as scientific modeling. Engaging students in scientific modeling can help them develop their epistemologies by...
Technology, Pedagogy, and Epistemology: Opportunities and Challenges of Using Computer Modeling and Simulation Tools in Elementary Science Methods
Journal of Science Teacher Education Vol. 18, No. 2 (April 2007) pp. 243–269
This study infused computer modeling and simulation tools in a 1-semester undergraduate elementary science methods course to advance preservice teachers' understandings of computer software use in science teaching and to help them learn important...
Integrating computational thinking in elementary classrooms: Introducing a toolkit to support teachers.
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 347–350
Driven by the need for students to be prepared for a world driven by computation, a number of recent educational reforms in science and mathematics have called for computational thinking concepts to be integrated into these content areas. However,...
Topics: Computational Thinking
Outcomes from a self-generated utility value intervention on fifth and sixth-grade students’ value and interest in science
International Journal of Educational Research Vol. 87, No. 1 (2018) pp. 67–77
The purpose of this field experiment was to understand whether fifth and sixth-grade students were able to write about the usefulness and relevance of what they were learning in their science class through self-generated reflections and to examine...