Search results for author:"Nicos Valanides"
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World Conference on Educational Media and Technology 2004 (2004) pp. 1955–1960
Forty-one preservice teachers were divided into two groups and were instructed how to integrate certain Information and Communication Technology (ICT) tools in learning activities. Only one group was guided to use Filamentality, a fill-in-the-blank...
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK)
Computers & Education Vol. 52, No. 1 (January 2009) pp. 154–168
In this paper, several issues regarding the epistemology of technological pedagogical content knowledge (TPCK) are first raised for the purpose of clarifying the construct. Specifically, the transformative and integrative views are juxtaposed for...
The Effects of Textual and Textual-Visual Representations on Field-Dependent and Field-Independent Learners' Performance during Problem-Solving with Modeling Software
World Conference on Educational Media and Technology 2003 (2003) pp. 718–721
Sixty-four undergraduates were classified into Field Dependent (FD), Between Field Dependent/Independent (BFD/I), and Field Independent (FI) learners, and were randomly assigned to Text-Only (T-O) and Text-and-Visual (T-V) groups. Participants had...
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3030–3037
The study discusses the evolvement of an Instructional Systems Design (ISD) model as it was evaluated and progressively refined after consecutive iterations. The proposed ISD model can be used in technology courses or method courses to develop...
Learning and Instruction Vol. 19, No. 4 pp. 322–334
Undergraduate students in dyads (
Instructional Design Effects, Field Dependence-Independence, and Problem Solving with a Computer Modeling Tool
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 3379–3387
The study investigated the extent to which two types of instructional materials and learner field dependence-independence affected learners’ cognitive load, time spent on task, and problem-solving performance in a complex system with a computer...
Assessing Preservice Teachers’ Scientific Reasoning:Content Analysis of a Text-Based Computer-Supported Online Conference
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3940–3941
Forty-seven preservice teachers who were enrolled in a science education methods course were introduced to the use of hypothetico-predictive arguments in the context of testing hypotheses about several experiments. During a lab session, participants ...
A Conceptual Framework for Scaffolding Critical Thinking in an Online Conference for a Science Education Methods Course
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 664–669
The purpose of this research study was to develop a conceptual framework for scaffolding learners' critical thinking in a text-based online conferencing system for a science education methods course. The specific question that we sought to answer in ...
Using Educational Data Mining Methods to Assess Field-Dependent and Field-Independent Learners' Complex Problem Solving
Educational Technology Research and Development Vol. 61, No. 3 (June 2013) pp. 521–548
The present study investigated the problem-solving performance of 101 university students and their interactions with a computer modeling tool in order to solve a complex problem. Based on their performance on the hidden figures test, students were...
Examining the Effects of Electronic Mentoring Prompts on Learners' Scientific Reasoning Skills in a Text-Based Online Conference for a Science Education Course
Science Education International Vol. 19, No. 4 (December 2008) pp. 357–369
In a science education methods course, groups of students were initially involved in a face-to-face discussion and were sensitized about certain conflicting claims regarding a puzzling observation or set of observations. They were then instructed to ...
Examining the Effects of Text-Only and Text-and-Visual Instructional Materials on the Achievement of Field-Dependent and Field-Independent Learner During Problem-Solving with Modeling Software
Educational Technology Research and Development Vol. 52, No. 4 (2004) pp. 23–36
Sixty-five undergraduates were classified into field-dependent, field-mixed, and field-independent learners, and were randomly assigned to two groups: text-only and text-and-visual. Participants in the text-only group received a description of a...
Journal of Educational Computing Research Vol. 48, No. 2 (2013) pp. 199–221
Technology mapping[TM] is proposed as an approach for developing technological pedagogical content knowledge (TPCK). The study discusses in detail instructional design guidelines in relation to the enactment of TM, and reports on empirical findings...
The Effect of Electronic Scaffolding for Technology Integration on Perceived Task Effort and Confidence of Primary Student Teachers
Journal of Research on Technology in Education Vol. 37, No. 1 (2004) pp. 29–43
Forty-one primary student teachers were divided into two groups and were instructed how to integrate certain Information and Communication Technology (ICT) tools in learning activities. Only one group was guided to use Filamentality, a fill-in-the...
Research in Science & Technological Education Vol. 26, No. 1 (April 2008) pp. 3–12
The preparation of science teachers to integrate computers in their teaching seems to be a challenging task, and teacher educators need to undertake systematic and coordinated efforts for effectively preparing teachers to teach with computers. The...
Learning by Design as an Approach for the Development of Science Teachers ICT-Related Pedagogical Content Knowledge
Society for Information Technology & Teacher Education International Conference 2005 (2005) pp. 3767–3774
The purpose of the study was to examine the extent to which learning by design could be an effective approach for developing science teachers' ICT-related pedagogical content knowledge (ICT-related PCK) during an ICT teacher professional development ...
Distributed Cognition in a Sixth-Grade Classroom: An Attempt to Overcome Alternative Conceptions about Light and Color
Journal of Research on Technology in Education Vol. 40, No. 3 (2008) pp. 309–336
In this study, we discuss the scaffolded design of ODRES (Observe, Discuss, and Reason with Evidence in Science), a computer tool that was designed to be used with elementary school children in science, and report on the effects of learning with...
A Blended Learning Environment for a Science Education Methods Course: Content Analysis of a Text-Based Online Conference
World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 854–855
In a lab meeting, students were asked to predict and discuss in teams of two to three students what would happen when a cylinder is inverted over a burning candle upright in a pan of water. Because students presented conflicting claims about the...
Contemporary Issues in Technology and Teacher Education Vol. 6, No. 1 (March 2006) pp. 87–98
The purpose of this study was to examine the extent to which preservice elementary teachers were able to construct viable scientific models with a computer-modeling tool, namely Model-It, and design a science lesson with models. The results of the...
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3050–3058
In the study herein, the authors adopted the framework of technological pedagogical content knowledge and the instructional design model of technology mapping in order to teach secondary education computer science teachers how to teach with...
Asynchronous Computer Conferencing as Mindtools: Implications for Integrating Mindtools in the Classroom
Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 840–843
We report on the findings of a study that was completed in July of 2002 regarding the affordances of asynchronous conferencing to foster quality computer-mediated interactions. Specifically, we investigated the extent to which COW, can be used to...
The Impact of Cognitive and Affective Aspects of Cognitive Conflict on Learners' Conceptual Change about Floating and Sinking
Research in Science & Technological Education Vol. 31, No. 2 (2013) pp. 133–152
Background: Cognitive conflict has been identified as an important factor for bringing about students' conceptual change. Researchers draw attention to the need to study not only cognitive factors related to cognitive conflict but affective...
Twelfth Grade Students' Understanding of Oxidation and Combustion: Using Action Research to Improve Teachers' Practical Knowledge and Teaching Practice
Research in Science & Technological Education Vol. 21, No. 2 (November 2003) pp. 159–175
Nine 12th grade students, attending the science section of the upper secondary school in Cyprus, were individually interviewed about their understanding of the changes associated with the process of oxidation/combustion. Each student was instructed...
Journal of Science Education and Technology Vol. 23, No. 1 (February 2014) pp. 26–36
The study provides evidence concerning elementary school children's ability to conduct a scientific investigation. Two hundred and fifty sixth-grade students and 248 fourth-grade students were administered a test, and based on their performance,...
Order Effects of Learning with Modeling and Simulation Software on Field-Dependent and Field-Independent Children's Cognitive Performance: An Interaction Effect
International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2014 (October 2014)
The study examined the interaction between field dependence-independence (FD/I) and learning with modeling software and simulations, and their effect on children's performance. Participants were randomly assigned into two groups. Group A first...
Promoting Evidence-Based Reasoning in Science Through Technology: The Case of Learning about Colour and Light with O.D.R.E.S.™
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 3942–3949
In this study we report on the effects of learning with O.D.R.E.S. ™, a computer tool that was designed to promote elementary students' evidence-based scientific reasoning, as well as the effects of O.D.R.E.S. ™ on students' conceptions three months ...
Petra Fisser; Joshua Rosenberg; Jolene Teske; Matthew Koehler; Punya Mishra; Joke Voogt; Jo Tondeur; Johan van Braak; Judi Harris; Charoula Angeli; Nicos Valanides; Andri Christodoulou; Karin Forssell; Leanna Archambault; Vicky Smart; Glenn Finger; Denise Schmidt-Crawford; Shu-ju Diana Tai; Wei Wang; Mary Herring
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 907–911
The Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators was critical to the development of the field of educational technology research and practice, but much has changed since its publication. The Handbook of Technological...