Search results for author:"Bat-Sheva Eylon"
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Journal of Science Education and Technology Vol. 5, No. 2 (1996) pp. 93–110
Explores the potential of the RAY learning environment in improving learning about optics. Results indicate that this environment, which includes a flexible ray-tracing simulation, had a significant effect on the spontaneous and correct use of the...
International Journal of Science and Mathematics Education Vol. 4, No. 2 (October 2006) pp. 215–239
The current study is framed within an ongoing effort of probing students' attitudes and expectations about knowing and learning physics, which has driven several investigations during the past decade. The questionnaire we developed focuses on...
Journal of Science Education and Technology Vol. 9, No. 4 (2000) pp. 287–310
Contrasts spontaneous and reflective knowledge integration instruction delivered using a computer learning environment to enhance understanding of displaced volume. Distinguishes the impact of instruction on students who believed scientific...
Journal of Science Education and Technology Vol. 17, No. 4 (August 2008) pp. 399–409
The present study examined continuity of learning between face-to-face and online environments in a "blended" professional development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online...
Utilizing Public Scientific Web Lectures to Teach Contemporary Physics at the High School Level: A Case Study of Learning
Physical Review Special Topics - Physics Education Research Vol. 7, No. 2 (2011) pp. 20108–1
This paper describes a teaching experiment designed to examine the learning (i.e., retention of content and conceptual development) that takes place when public scientific web lectures delivered by scientists are utilized to present advanced ideas...
Towards Accomplished Practice in Learning Skills for Science (LSS): The Synergy between Design and Evaluation Methodology in a Reflective CPD Programme
Research in Science & Technological Education Vol. 29, No. 1 (April 2011) pp. 49–69
This study was carried out in the framework of continuous professional development (CPD) programmes following a CPD model aimed at promoting "accomplished practice" involving: pedagogical knowledge, content knowledge, pedagogical content knowledge...
Journal of Science Education and Technology Vol. 15, No. 3 (October 2006) pp. 215–219
Misconceptions among students studying physics have been widely reported in the research literature. Many teachers are not acquainted with this literature. Moreover, many of them claim that only weak students have misconceptions. This paper reports...
Technology to Support Teachers Using Evidence from Student Work to Customize Technology-Enhanced Inquiry Units
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 229–257
Teachers' involvement in curriculum design is essential for sustaining the relevance of technology-enhanced learning materials. Customizing--making small adjustments to tailor given materials to particular situations and settings--is one design ...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 24, No. 2 (February 2008) pp. 462–477
This paper describes a general model for skills instruction and its implementation through the program “Scientific Communication” for acquiring learning skills. The model is characterized by modularity, explicit instruction, spiral integration into...
EURASIA Journal of Mathematics, Science & Technology Education Vol. 11, No. 2 (April 2015) pp. 217–225
Citizens need the capability to conduct their own inquiry projects so that they can make sense of claims about new energy policies, health remedies, or financial opportunities. To develop the lifelong capability to grapple with these dilemmas, we...