Search results for author:"Catherine C Chase"
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Journal of Science Education and Technology Vol. 26, No. 6 (2017) pp. 582–596
An important, but as yet unresolved pedagogical question is whether discovery-oriented or direct instruction methods lead to greater learning and transfer. We address this issue in a study with 101 fourth and fifth grade students that contrasts two...
Journal of Research in Science Teaching Vol. 52, No. 1 (January 2015) pp. 58–83
Evaluating the relation between evidence and theory should be a central activity for science learners. Evaluation comprises both hypothetico-deductive analysis, where theory precedes evidence, and inductive synthesis, where theory emerges from...
Journal of Science Education and Technology Vol. 18, No. 4 (August 2009) pp. 334–352
Betty's Brain is a computer-based learning environment that capitalizes on the social aspects of learning. In Betty's Brain, students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught. Two studies...
Doris B. Chin; Ilsa M. Dohmen; Britte H. Cheng; Marily A. Oppezzo; Catherine C. Chase; Daniel L. Schwartz
Educational Technology Research and Development Vol. 58, No. 6 (December 2010) pp. 649–669
One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social ...