Search results for author:"Jolie Mayer-Smith"
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An Examination of How Science Teachers' Experiences in a Culture of Collaboration Inform Technology Implementation
Jolie Mayer-Smith; Erminia Pedretti; Janice Woodrow
Journal of Science Education and Technology Vol. 7, No. 2 (1998) pp. 127–34
Illustrates how a culture of collaboration may contribute to significant technological reform and foster conceptual change leading to distinctive pedagogy and praxis. Presents a case study exploring a collaborative effort between a teacher and a...
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Closing of the gender gap in technology enriched science education: a case study
Jolie Mayer-Smith; Erminia Pedretti; Janice Woodrow
Computers & Education Vol. 35, No. 1 (2000) pp. 51–63
This case study explores a popular assertion, namely that success in technology enriched science classrooms is gender dependent. We investigate how students respond to substantive changes that accompany a comprehensive integration of technology with ...
Language: English
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Technology, Text, and Talk: Students' Perspectives on Teaching and Learning in a Technology-Enhanced Secondary Science Classroom
Erminia Pedretti; Janice Woodrow; Jolie Mayer-Smith
Science Education Vol. 82, No. 5 (1998) pp. 569–89
Reports on a case study that examines the teaching and learning impact of technology from the perspective of students participating in a long-term study of technology implementation. The study is situated within the context of the Technology...
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Teaming Technology Enhanced Instruction in the Science Classroom and Teacher Professional Development
Erminia Pedretti; Jolie Mayer-Smith; Janice Woodrow
Journal of Technology and Teacher Education Vol. 7, No. 2 (1999) pp. 131–143
This paper describes a qualitative case study of Technology Enhanced Secondary Science Instruction (TESSI); a collaborative effort between teachers and researchers to advance technology implementation in high school science classrooms. The case...
Topics: Professional Development, Science, Educational Technology, Classrooms, Secondary Education
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The Role of Student-Generated Analogies in Promoting Conceptual Understanding for Undergraduate Chemistry Students
Lesley Spier-Dance; Jolie Mayer-Smith; Nigel Dance; Samia Khan
Research in Science & Technological Education Vol. 23, No. 2 (November 2005) pp. 163–178
This article reports on the value of using student-generated analogies with undergraduate science students as a strategy for promoting conceptual understanding. A quantitative study was undertaken involving students in four sections of an...