Handbook of Research on Driving STEM Learning with Educational Technologies

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Sonst. Personen	Ramírez-Montoya, María-Soledad (Hrsg.)
Titel	Handbook of Research on Driving STEM Learning with Educational Technologies
Quelle	(2017), (590 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-5225-2026-9
DOI	10.4018/978-1-5225-2026-9
Schlagwörter	Guides; STEM Education; Educational Technology; Foreign Countries; Simulation; Mathematical Models; Middle School Students; High School Students; Active Learning; Student Projects; Educational Research; Biology; Test Construction; Physics; Undergraduate Students; Equipment; Science Instruction; Mathematics Instruction; Computer Assisted Testing; Statistics; News Media; Journalism; Open Source Technology; Technology Uses in Education; Mexico; United Kingdom + Suchen Sie Ihr Suchwort? Handbuch; Leitfaden; STEM; Unterrichtsmedien; Ausland; Simulation program; Simulationsprogramm; Mathematical model; Mathematisches Modell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Aktives Lernen; Schulprojekt; Bildungsforschung; Pädagogische Forschung; Biologie; Testaufbau; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Statistik; Nachrichtenwesen; Journalistik; Journalismus; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mexiko; Großbritannien
Abstract	Educational strategies have evolved over the years, due to research breakthroughs and the application of technology. By using the latest learning innovations, curriculum and instructional design can be enhanced and strengthened. The "Handbook of Research on Driving STEM Learning with Educational Technologies" is an authoritative reference source for the latest scholarly research on the implementation and use of different techniques of instruction in modern classroom settings. Featuring exhaustive coverage on a variety of topics including data literacy, student motivation, and computer-aided assessment, this resource is an essential reference publication ideally designed for academicians, researchers, and professionals seeking current research on emerging uses of technology for STEM education. Following the Preface by María-Soledad Ramírez-Montoya, this book contains the following chapters: (1) Training Educational Researchers in Science and Mathematics: A Case Study Through a Binational Workshop Mexico-UK (María-Soledad Ramírez-Montoya); (2) Using Modeling and Simulation to Learn Mathematics (Ruth Rodríguez Gallegos); (3) Teachers and Mathematical Modeling: What Are the Challenges? (Samantha Analuz Quiroz Rivera and Ruth Rodríguez Gallegos); (4) Data Literacy and Citizenship: Understanding "Big Data" to Boost Teaching and Learning in Science and Mathematics (Eddy L. Borges-Rey); (5) Financial Literacy: Gaps Found Between Mexican Public and Private, Middle, and High-School Students (Adriana Berenice Valencia Álvarez and Jaime Ricardo Valenzuela González); (6) A Project-Based Learning Approach: Developing Mathematical Competences in Engineering Students (Ismael Osuna Galan and Alejandro Miguel Rosas-Mendoza); (7) Didactic Sequences Teaching Mathematics for Engineers With Focus on Differential Equations (Luis Ramón Siero González and Avenilde Romo Vázquez); (8) Making Links Between Solutions to an Unstructured Problem: The Role of Pre-Written, Designed Student Responses (Sheila Evans); (9) Assessing Authentic Intellectual Work in Mathematics Tasks (Lesly Yahaira Rodríguez Martínez, María Guadalupe Pérez Martínez, and Adriana Mercado Salas); (10) The Importance of the Disciplinary Perspective in Educational Research (Ross Kerr Galloway and Paul Hernandez-Martinez); (11) Learning Biology With Situated Learning in Mexican Zapoteca Tele-Secondary Schools (Paulina Guerrero-Gutiérrez); (12) Transformations of the Concept of Linear Function in Technological High Schools (Rebeca Flores Garcia); (13) Measurement Instruments to Motivate Scientific Learning by Conceptual Change (Ana Marcela Monjardín Gopar and Gerónimo Mendoza Meraz); (14) Test Design to Assess the Qualities of Science Students' Prior Knowledge (Luis Hernán Arellano Ulloa, Gerónimo Mendoza Meraz, and Ana Cecilia Villarreal Ballesteros); (15) Argumentation Schema to Analyze High School Students' Scientific Reasoning (Ricardo Lorenzo De la Garza, Genaro Zavala, and Alma Adrianna Gómez Galindo); (16) Accurate Items for Inaccurate Conceptions in Undergraduate Physics Students (Eder Hernandez and Genaro Zavala); (17) A Look into Students' Interpretation of Electric Field Lines (Esmeralda Campos and Genaro Zavala); (18) Research-Based Strategies in an Electric Circuits Lab: Tutorials and RealTime Physics Approaches (Monica Quezada-Espinoza and Genaro Zavala); (19) Integration of Digital Technologies: Collaborative Practices in Teaching Mathematics (Andrés Vázquez Faustino); (20) The Effectiveness of Computer-Aided Assessment for the Purposes of a Mathematical Sciences Lecturer (Stephen James Broughton, Paul Hernandez-Martinez, and Carol L. Robinson); (21) Construction of the Definite Integral Concept Using Open Source Software (Lizzeth Aurora Navarro-Ibarra, Omar Cuevas-Salazar, and Alan Daniel Robles-Aguilar); (22) Context as Action in the Teaching of Statistical Concepts: An Activity Theory Perspective (Helen Harth); (23) Statistics in Journalism Practice and Higher Education (Jairo A. Lugo-Ocando); (24) Understanding Quality of Statistics in News Stories: A Theoretical Approach from the Audience's Perspective (Alessandro Martinisi); and (25) The Uses of Science Statistics in the News Media and on Daily Life (Renata Faria Brandao). A compilation of references, a section about the contributors, and an index are included. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01