Search results for author:"David Geelan"
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Scientific Visualisations for Developing Students' Understanding of Concepts in Chemistry: Some Findings and Some Lessons Learned
Teaching Science Vol. 60, No. 1 (March 2014) pp. 30–38
Scientific visualisations such as computer-based animations and simulations are increasingly a feature of high school Science instruction. Visualisations are adopted enthusiastically by teachers and embraced by students, and there is good evidence...
Research in Science Education Vol. 43, No. 5 (October 2013) pp. 1751–1762
Video recordings of Year 11 physics lessons were analyzed to identify key features of teacher explanations. Important features of the explanations used included teachers' ability to move between qualitative and quantitative modes of discussion, ...
Multiple Teaching Approaches, Teaching Sequence And Concept Retention In High School Physics Education
Journal of Computers in Mathematics and Science Teaching Vol. 32, No. 3 (July 2013) pp. 285–301
Students in 4 Canadian high school physics classes completed instructional sequences in two key physics topics related to motion – Straight Line Motion and Newton’s First Law. Different sequences of laboratory investigation, teacher explanation ...
Enhancing Students’ Scientific Literacy In Science Education Using Interactive Simulations: A Critical Literature Review
Journal of Computers in Mathematics and Science Teaching Vol. 32, No. 2 (April 2013) pp. 125–171
Secondary school science teachers have a wide variety of teaching approaches available to them as they support the development of their students’ scientific literacy and knowledge of, and about, science. Information technologies, on computers and...
But does it work? Effectiveness of scientific visualisations in high school chemistry and physics instruction
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2706–2715
Scientific visualisations such as computer-based animations and simulations are increasingly a feature of high school science instruction. Visualisations are adopted enthusiastically by teachers and embraced by students, and there is good evidence...
Order of instruction effects – do they make a difference when teaching senior chemistry with computer based visualizations?
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 3123–3129
This study investigated whether conceptual development is greater if students learning senior chemistry hear teacher explanations and other traditional teaching approaches first then see computer based visualizations or vice versa. Five Canadian...
Measuring the effectiveness of computer-based scientific visualisations for conceptual development in Australian chemistry classrooms
Global Learn 2010 (May 17, 2010) pp. 3536–3545
Visual modes of representation have always been very important in science and science education. Interactive computer-based animations and simulations offer new visual resources for chemistry education. Many studies have shown that students enjoy...
Topics: computer animations
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 2541–2546
Explanation is an under-researched area in science education. The ways in which successful physics teachers explain physics concepts to their students were studied in Australia and Canada using video analysis of classroom teaching. This paper...
One Approach to Finding Evidence for the Effectiveness of Scientific Visualisations in High School Physics and Chemistry Education
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 3258–3263
Enormous amounts of money and energy are being devoted to the development, use and organisation of computer-based scientific visualisations (e.g. animations and simulations) in science education. It seems plausible that visualisations that enable...
World Conference on Educational Media and Technology 2004 (2004) pp. 3316–3320
Teachers in the Rural Advanced Community of Learners (RACOL) project in northern Alberta, Canada, are teaching geographically separate classes in up to 5 schools, some over 100 km apart, using Virtual Presence Learning Environments (VPLEs). These...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 2150–2157
Abstract: The Rural Advanced Community of Learners (RACOL) project undertook an initiative to develop broadband synchronous and asynchronous technologies to a rural school district in northern Alberta, Canada. Relying on the recently installed...
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2096–2099
The ways teachers explain ideas to their students are an important part of teaching and learning physics. They are also related to the context of the physics course, and to the personal style of the teacher. This study used qualitative analysis of...
Canadian Stories of Distant Cases: Audiographics Teaching and Learning of High School Physics in the RACOL Project
EdMedia: World Conference on Educational Media and Technology 2003 (2003) pp. 2924–2925
The Rural Advanced Community of Learners (RACOL) project is intended to provide learning opportunities to high school students in remote communities in northern Alberta. This paper uses a narrative case study research methodology, and reports the...