Search results for author:"Kihyun Ryoo"
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Journal of Science Education and Technology Vol. 24, No. 1 (February 2015) pp. 29–42
This study examines whether and how tapping into students' everyday language in a web-based learning environment can improve all students' science learning in linguistically heterogeneous classrooms. A total of 220 fifth-grade English...
Learning science, talking science: The impact of a technology-enhanced curriculum on students' science learning in linguistically diverse mainstream classrooms
Learning science, talking science: The impact of a technology@-enhanced curriculum on students' science learning in linguistically diverse mainstream classrooms (2009) pp. 1–233
This study explored effective instructional approaches that can help ELLs master both the content and the language of science and possibly close the achievement gaps between ELLs and EPSs. The study specifically examined the impact of a technology...
Theory Into Practice Vol. 54, No. 3 (2015) pp. 238–254
Typical assessment systems often measure isolated ideas rather than the coherent understanding valued in current science classrooms. Such assessments may motivate students to memorize, rather than to use new ideas to solve complex problems. To meet...
Journal of Research in Science Teaching Vol. 45, No. 5 (May 2008) pp. 529–553
Our research project was guided by the assumption that students who learn to understand phenomena in everyday terms prior to being taught scientific language will develop improved understanding of new concepts. We used web-based software to teach...
Can Dynamic Visualizations Improve Middle School Students' Understanding of Energy in Photosynthesis?
Journal of Research in Science Teaching Vol. 49, No. 2 (February 2012) pp. 218–243
Dynamic visualizations have the potential to make abstract scientific phenomena more accessible and visible to students, but they can also be confusing and difficult to comprehend. This research investigates how dynamic visualizations, compared to...
Journal of Research in Science Teaching Vol. 51, No. 2 (February 2014) pp. 147–174
We compared designs of guidance to support students while interacting with dynamic visualizations of complex scientific phenomena in inquiry instruction. Three hundred thirty-two 7th-grade students were randomly assigned to either a reading or a...
International Journal of Science Education Vol. 32, No. 11 (July 2010) pp. 1465–1493
This study examines the impact of "Disaggregate Instruction" on students' science learning. "Disaggregate Instruction" is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned ...
Journal of Educational Psychology Vol. 108, No. 1 (2016) pp. 60–81
In 4 classroom experiments we investigated uses for technologies that automatically score student generated essays, concept diagrams, and drawings in inquiry curricula. We used the automatic scores to assign typical and research-based guidance and...