Search results for author:"Hye Jeong Kim"
Total records matched: 15 Search took: 0.103 secs
Advancing young adolescents’ hypothesis-development performance in a computer-supported and problem-based learning environment
Computers & Education Vol. 57, No. 2 (September 2011) pp. 1780–1789
Hypothesis development is a complex cognitive activity, but one that is critical as a means of reducing uncertainty during ill-structured problem solving. In this study, we examined the effect of metacognitive scaffolds in strengthening hypothesis...
Exploring the relationship between external and internal accountability in education: A cross-country analysis with multi-level structural equation modeling
International Journal of Educational Development Vol. 65, No. 1 (March 2019) pp. 1–9
In recent decades, education systems worldwide have increasingly adopted external accountability policies as the centerpiece of a school reform movement. This study explored how much performance-based external accountability pressures affect the...
Young Adolescents' Metacognition and Domain Knowledge as Predictors of Hypothesis-Development Performance in a Computer-Supported Context
Educational Psychology Vol. 30, No. 5 (August 2010) pp. 565–582
Recently, the importance of ill-structured problem-solving in real-world contexts has become a focus of educational research. Particularly, the hypothesis-development process has been examined as one of the keys to developing a high-quality solution ...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3409–3414
Creativity is an integral part of learning and human development. In this presentation we reframe the concept of creativity within the context of teacher education grounded upon existing definitions of creativity. Further explore the potential that...
Inquiry Resources Collection as a Boundary Object Supporting Meaningful Collaboration in a Wiki-Based Scientist-Teacher Community
Journal of Science Education and Technology Vol. 21, No. 4 (August 2012) pp. 504–512
Different interpretations of scientific inquiry exist between the two different communities of scientists and science teachers. Thus, in order to achieve a successful partnership between science teachers and scientists in establishing effective...
College Students' Digital Readiness for Academic Engagement (DRAE) Scale: Scale Development and Validation
Asia-Pacific Education Researcher Vol. 27, No. 4 (2018) pp. 303–312
This study involves the development and validation of a survey that measures college students' digital readiness for academic engagement in terms of their perceived digital competencies for academic work. Both exploratory and confirmatory analyses...
Factors influencing students' beliefs about the future in the context of tablet-based interactive classrooms
Computers & Education Vol. 89, No. 1 (November 2015) pp. 1–15
With the distribution of easy-to-use tablet computers, tablet-based interactive classrooms have become popular environments for innovative learning activities in recent years. However, little research has investigated the relationship between...
Theoretical Foundations for Design of Online Tools for a Professional Learning Community for Novice Science Teachers
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2015–2018
Professional Learning Community Model for Entry into Teaching Science (PLC-METS) is an iterative model and partnership between a large research university and two school districts in a large metropolitan area in south east Texas that is focused on...
Education & Training Vol. 54, No. 2 (2012) pp. 204–218
Purpose: The purpose of this paper is to examine students' experiences with a case-enhanced e-learning environment in a higher-education institute. Design/methodology/approach: In total, 67 graduate students volunteered to take part in this...
Journal of Educational Technology & Society Vol. 19, No. 3 (2016) pp. 207–220
This article aims to examine the effects of an instructional model that leverages innovative technologies in the classroom to cultivate collaboration that improves students' comprehension, fosters their creativity, and enables them to better express ...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3579–3583
The Professional Development Community Model of Entry into Teaching Science (PLC-METS) program aims to develop a research-based professional learning community model that supports induction teachers on the design and implementation of authentic...
Greasing the Wheels: Facilitating Mentoring Within a Professional Development Community for Novice Science Teachers Through Social Network Tools
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3162–3167
Our study examines the evolution of mentoring groups in a professional development community, Professional Learning Community Model for Entry into Teaching Science (PLC-METS), focused on supporting novice science teachers. We describe the mentor...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 579–580
In the Professional Development Community Model of Entry into Teaching Science (PLC-METS), early-career teacher, middle school teachers in Texas, showed that they face many challenges during induction period such as pressure of high-stakes testing....
Exploring Teacher Knowledge and Technology Use in Creating the Inquiry Classroom: Implications for Novice Science Teacher Professional Development
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3155–3161
This study concerns the potential importance of novice science teachers’ perceptions of technology use in inquiry practice. A sample of 42 novice teachers in a professional development program participated in a series of surveys to measure novice...