Search results for author:"Jennifer Chiu"
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@?Supporting @?students' @?knowledge @?integration with @?technology-enhanced @?inquiry @?curricula (2010) pp. 1–126
Dynamic visualizations of scientific phenomena have the potential to transform how students learn and understand science. Dynamic visualizations enable interaction and experimentation with unobservable atomic-level phenomena. A series of studies...
Research & Practice in Assessment Vol. 6 (2011) pp. 5–14
High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to...
Journal of Science Education and Technology Vol. 23, No. 1 (February 2014) pp. 37–58
This paper describes the design and impact of an inquiry-oriented online curriculum that takes advantage of dynamic molecular visualizations to improve students' understanding of chemical reactions. The visualization-enhanced unit uses research-...
Journal of Pre-College Engineering Education Research Vol. 1, No. 1 (2011)
Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can...
The Teacher Responding Tool: Scaffolding the teacher practice of responding to student ideas in mathematics classrooms
Computers & Education Vol. 139, No. 1 (October 2019) pp. 16–30
Research in teacher education highlights the importance of responding to student ideas. However, effectively noticing, interpreting, and then responding to students' mathematical ideas can be quite challenging for teachers as they try to balance...
The effects of augmented virtual science laboratories on middle school students' understanding of gas properties
Computers & Education Vol. 85, No. 1 (July 2015) pp. 59–73
The Next Generation Science Standards (NGSS) emphasize authentic scientific practices such as developing models and constructing explanations of phenomena. However, research documents how students struggle to explain observable phenomena with...
Sensor-Augmented Virtual Labs: Using Physical Interactions with Science Simulations to Promote Understanding of Gas Behavior
Journal of Science Education and Technology Vol. 25, No. 1 (2016) pp. 16–33
Deep learning of science involves integration of existing knowledge and normative science concepts. Past research demonstrates that combining physical and virtual labs sequentially or side by side can take advantage of the unique affordances each...
Studies in Science Education Vol. 51, No. 1 (2015) pp. 49–85
Dynamic visualisations capture aspects of scientific phenomena that are difficult to communicate in static materials and benefit from well-designed scaffolds to succeed in classrooms. We review research to clarify the impacts of dynamic...
Jennifer L. Chiu; Peter T. Malcolm; Deborah Hecht; Crystal J. DeJaegher; Edward A. Pan; Michael Bradley; M. David Burghardt
Computers & Education Vol. 67, No. 1 (September 2013) pp. 142–155
Introducing engineering into precollege classroom settings has the potential to facilitate learning of science, technology, engineering, and mathematics (STEM) concepts and to increase interest in STEM careers. Successful engineering design projects ...