Search results for author:"Danielle Harlow"
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University of California Santa Barbara
Science and Children Vol. 49, No. 4 (December 2011) pp. 42–45
Children in classrooms and scientists in laboratories engage in similar activities: they observe, ask questions, and try to explain phenomena. Video conferencing technology can remove the wall between the classroom and the laboratory, bringing...
Video of Children as Anchors in an Online Forum for Elementary School Teachers: A Tool for Positioning Oneself as Knowledgeable About Physics
Contemporary Issues in Technology and Teacher Education Vol. 13, No. 3 (September 2013) pp. 219–241
The authors investigated how prospective teachers enrolled in an undergraduate physical science course participated in an online forum in which they posted reactions to video episodes of children talking about science. Using Positioning Theory ...
Computer Science Education Vol. 24, No. 2 (2014) pp. 229–247
Recent studies in learning programming have largely focused on high school and college students; less is known about how young children learn to program. From video data of 20 students using a graphical programming interface, we identified ideas...
Distance Education Vol. 32, No. 3 (2011) pp. 357–381
This article reports on a two-year ethnographic study of learners participating in multi-site, graduate-level education classes. Classes sometimes met face-to-face in the same physical location; at other times part of the class met physically...
Prospective Elementary Teachers' Analysis of Children's Science Talk in an Undergraduate Physics Course
Journal of Science Teacher Education Vol. 25, No. 1 (February 2014) pp. 97–117
We investigated how prospective teachers used physics content knowledge when analyzing the talk of elementary children during special activities in an undergraduate physics content course designed for prospective teachers. We found that prospective...
Potential Teachers' Appropriate and Inappropriate Application of Pedagogical Resources in a Model-Based Physics Course: A "Knowledge in Pieces" Perspective on Teacher Learning
Journal of Research in Science Teaching Vol. 50, No. 9 (November 2013) pp. 1098–1126
We used a "knowledge in pieces" perspective on teacher learning to document undergraduates' pedagogical resources in a model-based physics course for potential teachers. We defined pedagogical resources as small, discrete ideas about...
Valerie Otero; Dominic Peressini; Kirsten Anderson Meymaris; Pamela Ford; Tabitha Garvin; Danielle Harlow; Michelle Reidel; Bryan Waite; Carolyn Mears
Journal of Teacher Education Vol. 56, No. 1 (2005) pp. 8–23
Teacher education programs around the nation continue to be challenged to prepare prospective teachers to use technology "meaningfully" in their instruction. This implies that university faculty in teacher education programs must become proficient...
Active Learning Environments with Robotic Tangibles: Children's Physical and Virtual Spatial Programming Experiences
Winslow S. Burleson; Danielle B. Harlow; Katherine J. Nilsen; Ken Perlin; Natalie Freed; Camilla Nørgaard Jensen; Byron Lahey; Patrick Lu; Kasia Muldner
IEEE Transactions on Learning Technologies Vol. 11, No. 1 (2018) pp. 96–106
As computational thinking becomes increasingly important for children to learn, we must develop interfaces that leverage the ways that young children learn to provide opportunities for them to develop these skills. Active Learning Environments with...