Search results for author:"Mary A. Lundeberg"
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We Think They're Learning: Beliefs, Practices, and Reflections of Two Teachers Using Project-Based Learning
Journal of Computing in Childhood Education Vol. 8, No. 1 (1997) pp. 59–81
Examined changing beliefs, practices, and reflections of two elementary teachers who engaged students in project-based learning in a technology-rich environment. Found core beliefs related to knowledge construction: (1) strategic knowledge of how to ...
Journal of Research in Science Teaching Vol. 47, No. 9 (November 2010) pp. 1116–1136
The purpose of this study was to investigate how two female students participated in science practices as they worked in a multimedia case-based environment: interpreting simulated results, reading and writing multiple texts, role-playing, and...
Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment
Journal of Science Education and Technology Vol. 20, No. 4 (August 2011) pp. 422–434
Since "A Nation at Risk" was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum...
Virtual Professional Learning Communities: Teachers' Perceptions of Virtual versus Face-to-Face Professional Development
Journal of Science Education and Technology Vol. 22, No. 3 (June 2013) pp. 267–277
Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, ...
Journal of College Science Teaching Vol. 40, No. 4 (March 2011) pp. 14–19
The authors explored whether a new pedagogy using personal response systems (clickers) along with case study teaching improved students' perceptions of their understanding of science in large introductory biology classrooms. Twelve faculty from nine ...
Increasing Interest, Confidence and Understanding of Ethical Issues in Science through Case-Based Instructional Technology
Annual Meeting of the American Educational Research Association 1999 (April 1999)
Software designed to promote the use of open-ended investigations in science education was evaluated in a study of whether using case-based simulation enhances students' understanding of ethical issues and data interpretation in science. The...
Mary A. Lundeberg; Sean M. Costello; Laura J. Gajdostik; Nina R. Harmes; Nikki A. Roschen; So-young Zeon
Society for Information Technology & Teacher Education International Conference 1999 (1999) pp. 1724–1730
From interview data with 17 teachers who wrote competitive project grants we conducted a preliminary analysis. From this sample, we selected 4 teachers to study in depth using interviews and observations to analyze how teachers used technology...
Bjorn H. K. Wolter; Mary A. Lundeberg; Mark Bergland; Karen Klyczek; Rafael Tosado; Arlin Toro; C Dinitra White
Journal of Science Education and Technology Vol. 22, No. 2 (April 2013) pp. 215–225
Does an online, multimedia case study influence students' performance, motivation, and perceptions of science in collegiate level biology classes, and if so, how? One hundred and eight students in 5 classes from 4 campuses in the United States and...
Mary A. Lundeberg; Hosun Kang; Bjorn Wolter; Robert delMas; Norris Armstrong; Bruno Borsari; Nancy Boury; Peggy Brickman; Kristi Hannam; Cheryl Heinz; Thomas Horvath; Maureen Knabb; Terry Platt; Nancy Rice; Bill Rogers; Joan Sharp; Eric Ribbens; Kimberly S. Maier; Mike Deschryver; Rodney Hagley; Tamar Goulet; Clyde F. Herreid
Educational Technology Research and Development Vol. 59, No. 5 (October 2011) pp. 645–671
Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students' performance. A Clicker Case is a story (e.g., a problem...