Search results for author:"Diane Ketelhut"
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Do students with higher self-efficacy exhibit greater and more diverse scientific inquiry skills: An exploratory investigation in “River City”, a multi-user virtual environment
Do students with higher self-efficacy exhibit greater and more<p> diverse scientific inquiry skills: An exploratory investigation in “River<p> City”, a multi-user virtual@environment (2006) pp. 1–50
In this thesis, I conduct an exploratory study to investigate the relationship between students' self-efficacy on entry into authentic scientific activity and the scientific inquiry behaviors they employ while engaged in that process, over time....
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1940–1945
Research into educational uses of virtual environments (VEs) is a steadily developing field. A second generation of investigation has recently begun, as an outgrowth of these initial efforts: VE-based assessment. Research questions in this emerging...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3836–3842
Integrating game-based learning (GBL) into K-12 classrooms is more of a challenge for some teachers than others. Teachers ask: Does GBL enhance learning? Experienced teachers are often skeptical. This paper explores a case study of the River City...
The Impact of Student Self-Efficacy on Scientific Inquiry Skills: An Exploratory Investigation in "River City," a Multi-User Virtual Environment
Journal of Science Education and Technology Vol. 16, No. 1 (February 2007) pp. 99–111
This exploratory study investigated data-gathering behaviors exhibited by 100 seventh-grade students as they participated in a scientific inquiry-based curriculum project delivered by a multi-user virtual environment (MUVE). This research examined...
International Journal of Computer-Supported Collaborative Learning Vol. 3, No. 4 (December 2008) pp. 413–427
In this paper, we present the results of an exploratory study into the relationship between student self-efficacy and guidance use in a Multi-User Virtual Environment (MUVE) science curriculum project. We describe findings from a sample of middle...
Science Teacher Vol. 84, No. 9 (2017) pp. 14–17
The Idea Bank provides tips and techniques for creative teaching, in about 1,000 words. For this article, the authors analyzed 93 educational applications (apps) that have the potential to help students meaningfully engage in the science practices...
Computers & Education Vol. 56, No. 2 (February 2011) pp. 539–546
Interest in game-based learning for K-12 is growing. Thus, helping teachers understand how to use these new pedagogies is important. This paper presents a cross-case study of the development of teacher professional development for the River City...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3615–3618
This paper introduces the concept of "presence" as a theoreticl lens for understanding how and why students engage in a virtual game to assess their understanding of science inquiry through an NSF-grant funded project SAVE Science.
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3663–3665
SAVE Science is an NSF-funded project aimed at designing and implementing a virtual environment situated assessment modules for assessing middle grades science content and inquiry. Emerging technologies allow for virtual recreation of scientists’...
Educational Psychology Review Vol. 19, No. 3 (September 2007) pp. 265–283
In this paper, we present a review of research into the problems of implementing authentic scientific inquiry curricula in schools and the emerging use of educational Multi-User Virtual Environments (MUVEs) to support interactive scientific inquiry...
Educational Research Vol. 52, No. 2 (June 2010) pp. 151–167
Background: Most policy doctrines promote the use of scientific inquiry in the K-12 classroom, but good inquiry is hard to implement, particularly for schools with fiscal and safety constraints and for teachers struggling with understanding how to...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3789–3792
Helping teachers become comfortable enough with a particular technology so they can appropriately integrate that technology into their pedagogical toolbox is a goal of much professional development. This is referred to as technological pedagogical...
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2913–2918
This proposal explores middle grade students’ perceptions of an innovative kind of assessment called SAVE Science, which is situated within an immersive virtual environment (IVE). SAVE Science assessments are inquiry based and game-like those allow...
British Journal of Educational Technology Vol. 41, No. 1 (January 2010) pp. 56–68
This study investigated novel pedagogies for helping teachers infuse inquiry into a standards‐based science curriculum. Using a multi‐user virtual environment (MUVE) as a pedagogical vehicle, teams of middle‐school students collaboratively solved...
Data-Driven Decision-Making: Facilitating Teacher Use of Student Data to Inform Classroom Instruction
Contemporary Issues in Technology and Teacher Education Vol. 14, No. 4 (December 2014) pp. 419–432
Data-driven decision making is essential in K-12 education today, but teachers often do not know how to make use of extensive data sets. Research shows that teachers are not taught how to use extensive data (i.e., multiple data sets) to reflect on...
Middle School Children Participation in an Immersive Virtual Game Environment, Presence, and Piaget's Stages of Development
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 2230–2237
In this paper we explore definitions of presence put forth over the last 20 years, and how these apply to middle school students. These students were engaged in an immersive virtual environment (SAVE Science) designed to assess their knowledge and...
Presence and Middle School Students' Participation in a Virtual Game Environment to Assess Science Inquiry
Educational Technology & Society Vol. 15, No. 1 (2012) pp. 53–63
Technology offers many opportunities for educators to support teaching, learning and assessment. This paper introduces a project to design and implement a virtual environment (SAVE Science) intended to assess (not teach) middle school students'...
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...
Education Sciences Vol. 3, No. 2 (2013) pp. 172–192
Current science assessments typically present a series of isolated fact-based questions, poorly representing the complexity of how real-world science is constructed. The National Research Council asserts that this needs to change to reflect a more...
Angela Shelton; Uma Natarajan; Catherine Willard; Tera Kane; Diane Jass Ketelhut; Catherine Schifter
Journal of Computers in Mathematics and Science Teaching Vol. 32, No. 4 (October 2013) pp. 423–437
** Invited as a paper from SITE 2012 ** Though many national and international science organizations stress the importance of integrating scientific inquiry into classroom instruction, this is often difficult for teachers. Moreover, assessing and...
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....
Scientific Inquiry Self-Efficacy and Computer Game Self-Efficacy as Predictors and Outcomes of Middle School Boys' and Girls' Performance in a Science Assessment in a Virtual Environment
Journal of Science Education and Technology Vol. 24, No. 5 (2015) pp. 696–708
The primary aim of the study was to examine whether performance on a science assessment in an immersive virtual environment was associated with changes in scientific inquiry self-efficacy. A secondary aim of the study was to examine whether...
Data Driven Decision Making: Facilitating teachers’ use of Student Data to change classroom instruction
Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 2945–2950
Data driven decision making has become a significant part of teachers’ practice, and yet, teachers are not typical taught how to use different sets of data to support their teaching, or students’ learning, and it is an onerous process. This paper...
Preservice Science Teachers’ Beliefs About Computational Thinking Following a Curricular Module Within an Elementary Science Methods Course
Contemporary Issues in Technology and Teacher Education Vol. 20, No. 1 (March 2020) pp. 85–107
The authors describe their study of a curricular module on computational thinking (CT) implemented within an elementary science methods course and reported insights on preservice science teachers’ (PSTs’) beliefs about CT integration. The research...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1970–1975
This paper is about a professional development model that was designed to build a collaborative partnership between a group of university researchers and middle school science teachers as part of the SAVE Science project. We discuss the partnership...
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 2577–2581
Situated Assessments Using Virtual Environments (SAVE) Science is an NSF-funded study that explores the use of immersive virtual environments (IVEs) for assessing science content and inquiry. Using a series of assessment modules designed to elicit...
Journal of Teacher Education Vol. 60, No. 1 (2009) pp. 8–19
This article highlights key online teacher professional development (oTPD) areas in need of research based on a review of current oTPD research conducted in conjunction with an oTPD conference held at Harvard University in fall 2005. The literature...
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
Leonard Annetta; Jamie Kirkley; Diane Ketelhut; Philippos Savvides; Lilly Lu; Matt Dunleavy; Greg Jones; Richard Lamb; Marcus Stone; Sonny Kirkley; Mina Johnson-Glenberg; David Birchfield; Walt Heinecke
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1832–1833
There is growing appreciation across the broader education community that educational three dimensional virtual learning environments are part of the daily lives of citizens. This blurring of the boundaries along with better understandings of...