skip to main content

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Data-Driven Science Vlogging for Connected Learning Anywhere
https://www.nsta.org/connected-science-learning/connected-science-learning-march-april-2022/data-driven-science-vlogging  more » « less
Award ID(s):
2054079 2131097
PAR ID:
10322079
Author(s) / Creator(s):
; ; ; ;
Date Published:
Journal Name:
Connected science learning
Volume:
4
Issue:
2
ISSN:
2475-8779
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; ; ; ; ; ; ; ; et al ( , Connected STEM Learning in Research & Practice)
    Murphy, B. ; Roberts, K. (Ed.)
    In the summer of 2020, NSTA received the exciting news that it had received a grant from the National Science Foundation to engage in a project to help advance the field of connected STEM learning. The goal of this project was to publish resources in Connected Science Learning (CSL) that would support STEM educators in applying the latest research to the design and delivery of connected STEM learning experiences. This ebook is a culmination of this work. 
    more » « less
  2. ; ; ; ; ( , IEEE)
    Learning progressions allow researchers to describe key milestones along a pathway of thinking about a topic or practice that ranges from beginner to advanced. For learning related to science practices, some progressions can be abstracted from specific content; others are connected to specific science understandings. This research centers on the design of a middle school science game to support learning of science practices through simulated immersive experiences in which students engage in science practices of experimentation, modeling, and argumentation. This work-in-progress paper describes the application of current research on learning progressions to the design of the game interface and interactions for Aqualab, a game to teach middle school science practices related to aquatic ecosystems. 
    more » « less
  3. ; ; ; ; ( , 2021 7th International Conference of the Immersive Learning Research Network (ILRN))
    Learning progressions allow researchers to describe key milestones along a pathway of thinking about a topic or practice that ranges from beginner to advanced. For learning related to science practices, some progressions can be abstracted from specific content; others are connected to specific science understandings. This research centers on the design of a middle school science game to support learning of science practices through simulated immersive experiences in which students engage in science practices of experimentation, modeling, and argumentation. This work-in-progress paper describes the application of current research on learning progressions to the design of the game interface and interactions for Aqualab, a game to teach middle school science practices related to aquatic ecosystems. 
    more » « less
  4. ; ; ( , CBE—Life Sciences Education)
    Cognitive science research on learning and instruction is often not directly connected to discipline-based research. In an effort to narrow this gap, this essay integrates research from both fields on five learning and instruction strategies: active retrieval, distributed (spaced) learning, dual coding, concrete examples, and feedback and assessment. These strategies can significantly enhance the effectiveness of science instruction, but they typically do not find their way into the undergraduate classroom. The implementation of these strategies is illustrated through an undergraduate science course for nonmajors called Science in Our Lives. This course provides students with opportunities to use scientific information to solve real-world problems and view science as part of everyday life. 
    more » « less
  5. ; ; ; ( , Science Communication)

    To explore narrative engagement’s impacts on science communication, we examine a representative sample of U.S. adults randomly assigned to watch one of the four short documentary science films. Our results indicate that narrative engagement—feeling connected to the story world and identifying with characters—predicts a wide range of outcomes relevant to engagement and learning: greater knowledge gain and perceived knowledge and interest, perceiving science in a new way, perceiving science as valuable, and identifying with science. These outcomes typically appeared regardless of viewer demographics. We describe implications and opportunities for research into the impacts of stories and science films for engaging diverse audiences.

     
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email