Search results for author:"J Randy McGinnis"
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The objective of this study was to gather information about and assess the accessibility, use, and perceived needs toward computing technologies of elementary, middle school and high school science teachers in two large rural school districts. A...
So You Want To Use a Class LISTSERV in Your Science Methods Class: Insights Shared on Nurturing Along a Virtual Community Outside the Graduate Science Methods Classroom
Association for the Education of Teachers of Science Annual Meeting 1995 (January 1995)
This paper summarizes one semester's use of a class LISTSERV with a graduate elementary science education course (n=9). Data were collected on student comments regarding the class LISTSERV from nonstructured interviews, E-mail inquiries, and an end...
Promoting an Electronic Community with the Use of Communication Technology in a Graduate Elementary Science Methods Class
Journal of Elementary Science Education Vol. 8, No. 1 (1996) pp. 39–63
Documents and interprets the use of an electronic mail discussion group in a graduate elementary science education course (n=13). Feedback indicates that student interest in communication technology was piqued by the use of the discussion group and...
Professional Knowledge Building within an Elementary Teacher Professional Development Experience on Computational Thinking in Science Education
Journal of Technology and Teacher Education Vol. 26, No. 3 (July 2018) pp. 411–435
We investigated teacher learning within a professional development (PD) workshop series on computational thinking (CT) for elementary-level mentor teachers. The purpose of the PD was to prepare mentor teachers to support preservice teachers in...
The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity
Journal of Science Teacher Education Vol. 24, No. 8 (December 2013) pp. 1357–1379
In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom ...
Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course
Journal of Science Education and Technology Vol. 20, No. 1 (February 2011) pp. 51–64
We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving...
Examining the Role of Mentor Teacher Support in a Professional Learning Experience for Preservice Teachers on Integrating Computational Thinking into Elementary Science Education
Diane Jass Ketelhut; Emily Hestness; Lautaro Cabrera; Hannoori Jeong; Jandelyn Plane; J. Randy McGinnis
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 2281–2285
We investigated preservice teachers’ (PSTs) (N=13) experiences in a professional development (PD) experience on integrating computational thinking (CT) into elementary science. A subgroup of PSTs (n=6) participated alongside their mentor teachers....
Computational Thinking Professional Development for Elementary Science Educators: Examining the Design Process
Emily Hestness; Diane Jass Ketelhut; J. Randy McGinnis; Jandelyn Plane; Bonnie Razler; Kelly Mills; Lautaro Cabrera; Elias Gonzalez
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 1904–1912
The inclusion of computational thinking (CT) within the Next Generation Science Standards offers an opportunity for CT integration in science education To maximize this potential, there is a need to support teacher learning around CT We describe two ...
Topics: Science Education