Search results for author:"Mary Lundeberg"
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Michigan State University
We Think They're Learning: Beliefs, Practices, and Reflections of Two Teachers Using Project-Based Learning
Journal of Computing in Childhood Education Vol. 8, No. 1 (1997) pp. 59–81
Examined changing beliefs, practices, and reflections of two elementary teachers who engaged students in project-based learning in a technology-rich environment. Found core beliefs related to knowledge construction: (1) strategic knowledge of how to ...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 13, No. 8 pp. 783–797
Is there value in having students analyze a dilemma-based case more than once, for example, both before and after a unit of instruction? Or, if students will only analyze a case once, when should that analysis occur—as a performance measure...
Journal of Research in Science Teaching Vol. 47, No. 9 (November 2010) pp. 1116–1136
The purpose of this study was to investigate how two female students participated in science practices as they worked in a multimedia case-based environment: interpreting simulated results, reading and writing multiple texts, role-playing, and...
Journal of the Learning Sciences Vol. 20, No. 3 (2011) pp. 342–394
Engaging teachers in discussing and analyzing problems of practice has great potential for teacher professional development, yet little is known about how to facilitate such discussion. This study examined the strategies that experienced...
Journal of Technology and Teacher Education Vol. 18, No. 3 (July 2010) pp. 459–488
This study investigated the following question: To what extent and in what ways does constructing a video case of their own discussion-based teaching help interns reflect on their teaching? First, we discuss the notion of learning to learn from...
Journal of Computing in Teacher Education Vol. 21, No. 1 (2004) pp. 33–39
The purpose of this study was to explore the effects of employing preservice teachers as leaders in technology to change teacher education curriculum, and to mentor and support inservice teachers, teacher education faculty and preservice teachers....
Understanding affordances and challenges of three types of video for teacher professional development
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 2 (February 2011) pp. 454–462
Although researchers have reported positive effects on teacher learning from observing published video, teachers’ own video, and their colleagues’ video, very few professional development programs have integrated all three types of video to improve...
Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment
Journal of Science Education and Technology Vol. 20, No. 4 (August 2011) pp. 422–434
Since "A Nation at Risk" was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum...
Virtual Professional Learning Communities: Teachers' Perceptions of Virtual versus Face-to-Face Professional Development
Journal of Science Education and Technology Vol. 22, No. 3 (June 2013) pp. 267–277
Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, ...
Understanding, Confidence, Perceptions, Constraints, and Affordances within a Case-Based Multimedia Environment
Aroutis Foster; Viola Manokore; Michael Phillips; Mary Lundeberg; Yovita Gwekwerere; Mark Bergland; Karen Klyczek
World Conference on Educational Media and Technology 2006 (June 2006) pp. 2533–2540
In this study, we examine the constraints, affordances, motivation and understanding that occur within a multimedia-learning environment. As part of their biology courses, fifty-seven university students from the U.S. and Africa viewed video cases...
Journal of College Science Teaching Vol. 40, No. 4 (March 2011) pp. 14–19
The authors explored whether a new pedagogy using personal response systems (clickers) along with case study teaching improved students' perceptions of their understanding of science in large introductory biology classrooms. Twelve faculty from nine ...
Gender Differences in Student Performance in Large Lecture Classrooms Using Personal Response Systems ("Clickers") with Narrative Case Studies
Learning, Media and Technology Vol. 37, No. 1 (2012) pp. 53–76
This study investigated gender differences in science learning between two pedagogical approaches: traditional lecture and narrative case studies using personal response systems ("clickers"). Thirteen instructors of introductory biology classes at...
Journal of College Science Teaching Vol. 32, No. 1 (2002) pp. 64–69
Uses the case study approach to introduce students to the relationship between science and society. Develops an awareness of ethics, specifically on DNA research, through computer simulations and Internet conferencing. (Contains 20 references.) (YDS)
Is the Movie Better than the Book? Differences in Engagement and Delayed Recall of Video and Text Cases in Science
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 4196–4201
Abstract: In this investigation we assessed whether different formats of media influenced participants' engagement and recall of narrative cases of people diagnosed with HIV/AIDS. For each of the personal case-narratives used in the study, we...
Increasing Interest, Confidence and Understanding of Ethical Issues in Science through Case-Based Instructional Technology
Annual Meeting of the American Educational Research Association 1999 (April 1999)
Software designed to promote the use of open-ended investigations in science education was evaluated in a study of whether using case-based simulation enhances students' understanding of ethical issues and data interpretation in science. The...
Mark Bergland; Mary Lundeberg; Karen Klyczek; Jennifer Sweet; Jean Emmons; Christine Martin; Katherine Marsh; Joy Werner; Michelle Jarvis-Uetz
American Biology Teacher Vol. 68, No. 2 (February 2006) pp. 81–86
Today, teachers face more challenges than ever, and biology teachers face a special challenge. As technology continues to expand, biology teachers have a responsibility to keep students informed of technological and scientific advances. Biology...
Bjorn H. K. Wolter; Mary A. Lundeberg; Mark Bergland; Karen Klyczek; Rafael Tosado; Arlin Toro; C Dinitra White
Journal of Science Education and Technology Vol. 22, No. 2 (April 2013) pp. 215–225
Does an online, multimedia case study influence students' performance, motivation, and perceptions of science in collegiate level biology classes, and if so, how? One hundred and eight students in 5 classes from 4 campuses in the United States and...
Mary A. Lundeberg; Sean M. Costello; Laura J. Gajdostik; Nina R. Harmes; Nikki A. Roschen; So-young Zeon
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 1724–1730
From interview data with 17 teachers who wrote competitive project grants we conducted a preliminary analysis. From this sample, we selected 4 teachers to study in depth using interviews and observations to analyze how teachers used technology...
Mary Anna Lundeberg; Judy Emmett; Tom Russo; Florence Monsour; Nancy Lindquist; Susan Moriarity; Paul Uhren; Kathy Secrist
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 13, No. 3 pp. 311–324
In this action research we report the results of a study focused on open meetings in the classrooms of four elementary teachers, grades 2–5. Open meetings are regularly scheduled times when all class members and the teacher discuss topics which are...
Mary A. Lundeberg; Hosun Kang; Bjorn Wolter; Robert delMas; Norris Armstrong; Bruno Borsari; Nancy Boury; Peggy Brickman; Kristi Hannam; Cheryl Heinz; Thomas Horvath; Maureen Knabb; Terry Platt; Nancy Rice; Bill Rogers; Joan Sharp; Eric Ribbens; Kimberly S. Maier; Mike Deschryver; Rodney Hagley; Tamar Goulet; Clyde F. Herreid
Educational Technology Research and Development Vol. 59, No. 5 (October 2011) pp. 645–671
Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students' performance. A Clicker Case is a story (e.g., a problem...