Search results for author:"Jonathan T. Shemwell"
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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...
What Are Middle School Students Talking about during Clicker Questions? Characterizing Small-Group Conversations Mediated by Classroom Response Systems
Lauren A. Barth-Cohen; Michelle K. Smith; Daniel K. Capps; Justin D. Lewin; Jonathan T. Shemwell; MacKenzie R. Stetzer
Journal of Science Education and Technology Vol. 25, No. 1 (2016) pp. 50–61
There is a growing interest in using classroom response systems or clickers in science classrooms at both the university and K-12 levels. Typically, when instructors use this technology, students are asked to answer and discuss clicker questions...