Pub Date : 2019-06-01DOI: 10.1007/s41686-019-00031-4
S. Shubha, B. N. Meera
Science learning in general and physics learning in particular are far perceived to be complex. Various physics education researchers have substantiated that traditional teaching methods accomplish simple transmission of the physics concepts. Hence, for real learning, this necessitates interactive-engagement instruction strategies. The study initiated to understand the augmented learning difficulties experienced by students with the concept of magnetic force on a charged particle in a uniform magnetic field. As a first step in understanding, we administered pre-investigation studies for first-year Master Physics Course students by using multiple choice questions to identify learning difficulties. Responses of pretest indicate vectorial nature of physical quantity and use of right-hand rule are the conceptual difficulties which impede learning. So, to reduce the learning difficulties and to develop the conceptual framework of magnetic force, we adopted interactive simulation as a learning tool and conducted detailed student interviews. Responses of pretest questions enabled us to tailor and design the activities for effective learning in a simulation-based environment. The analysis of student interviews probes the details of how a learner processes information about the concept and noticed an improvement in developing a good reasoning skill and a coherent conceptual framework of magnetic force. In the final stage, validation test results do indicate weak intermediate stages in learning even in post-simulation experience which present need for explicit instructional implication.
{"title":"The Effect of Visual Representation in Developing Conceptual Understanding of Magnetic Force","authors":"S. Shubha, B. N. Meera","doi":"10.1007/s41686-019-00031-4","DOIUrl":"https://doi.org/10.1007/s41686-019-00031-4","url":null,"abstract":"Science learning in general and physics learning in particular are far perceived to be complex. Various physics education researchers have substantiated that traditional teaching methods accomplish simple transmission of the physics concepts. Hence, for real learning, this necessitates interactive-engagement instruction strategies. The study initiated to understand the augmented learning difficulties experienced by students with the concept of magnetic force on a charged particle in a uniform magnetic field. As a first step in understanding, we administered pre-investigation studies for first-year Master Physics Course students by using multiple choice questions to identify learning difficulties. Responses of pretest indicate vectorial nature of physical quantity and use of right-hand rule are the conceptual difficulties which impede learning. So, to reduce the learning difficulties and to develop the conceptual framework of magnetic force, we adopted interactive simulation as a learning tool and conducted detailed student interviews. Responses of pretest questions enabled us to tailor and design the activities for effective learning in a simulation-based environment. The analysis of student interviews probes the details of how a learner processes information about the concept and noticed an improvement in developing a good reasoning skill and a coherent conceptual framework of magnetic force. In the final stage, validation test results do indicate weak intermediate stages in learning even in post-simulation experience which present need for explicit instructional implication.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-01DOI: 10.1007/s41686-019-00030-5
Dimitri V. Blondel, Anna Sansone, Joshua M Rosenberg, Elizabeth A Godin, Brenda W. Yang, Lawson T. Jaglom-Kurtz, Lisa Linnenbrink-Garcia, Rochelle D. Schwartz-Bloom
We developed a novel online platform, Rex (Real experiments), that immerses students in a scientific investigative process. Rex is a virtual Web-based biological science experiment platform, hosted by real scientists and uses actual lab experiments that generate real data for students to collect, analyze, and interpret. Seven neuroscience experiments use zebrafish and rats as model systems to study the effects of drugs such as tetrahydrocannabinol (THC), caffeine, alcohol, and cigarette smoke, which are of interest to high school students. We carried out a small field test of Rex in a variety of high school biology classrooms (e.g., standard, honors, AP, anatomy/physiology) to obtain student and teacher feedback about the implementation and usability of the program. We also assessed student situational interest (SI) to determine whether the Rex experiment captured students’ attention, and whether it was an enjoyable and meaningful experience. Overall, students reported a moderate level of SI after participating in the Rex experiments. Situational interest did not differ across teachers, class section, class level, or the type of experiment. In addition, we present details of the technical issues encountered in the classroom, and we provide guidance to readers who may want to use the resource in their classrooms.
{"title":"Development of an Online Experiment Platform for High School Biology","authors":"Dimitri V. Blondel, Anna Sansone, Joshua M Rosenberg, Elizabeth A Godin, Brenda W. Yang, Lawson T. Jaglom-Kurtz, Lisa Linnenbrink-Garcia, Rochelle D. Schwartz-Bloom","doi":"10.1007/s41686-019-00030-5","DOIUrl":"https://doi.org/10.1007/s41686-019-00030-5","url":null,"abstract":"We developed a novel online platform, Rex (Real experiments), that immerses students in a scientific investigative process. Rex is a virtual Web-based biological science experiment platform, hosted by real scientists and uses actual lab experiments that generate real data for students to collect, analyze, and interpret. Seven neuroscience experiments use zebrafish and rats as model systems to study the effects of drugs such as tetrahydrocannabinol (THC), caffeine, alcohol, and cigarette smoke, which are of interest to high school students. We carried out a small field test of Rex in a variety of high school biology classrooms (e.g., standard, honors, AP, anatomy/physiology) to obtain student and teacher feedback about the implementation and usability of the program. We also assessed student situational interest (SI) to determine whether the Rex experiment captured students’ attention, and whether it was an enjoyable and meaningful experience. Overall, students reported a moderate level of SI after participating in the Rex experiments. Situational interest did not differ across teachers, class section, class level, or the type of experiment. In addition, we present details of the technical issues encountered in the classroom, and we provide guidance to readers who may want to use the resource in their classrooms.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-22DOI: 10.1007/s41686-019-00029-y
Laurie O. Campbell, Jamie Stickl Haugen, Claudia C. Sutter, Glenn W. Lambie
Teachers receive minimal training regarding mental health literacy and more specifically behavioral indicators for suicide ideation, suicidality, and self-injurious behaviors that may be occurring among their students. Yet, research has identified the value of training teachers on self-injury and suicide as findings indicate that intentional trainings can increase participants’ knowledge, attitudes, and confidence in supporting students at risk for self-injury and/or suicide. In this formative design study, the development of an online curriculum was explored. Further, the pilot data was collected after a field test of two of the modules of the Behavioral Indicator Training (BIT) program. Results indicate an improvement in knowledge of behavioral indicators and improved self-efficacy for recognizing suicide ideation, suicidality, and self-injurious behavioral indicators.
{"title":"Building Capacity for Mental Health Literacy of Suicidality and Self-Injurious Behaviors: a Formative Design Investigation","authors":"Laurie O. Campbell, Jamie Stickl Haugen, Claudia C. Sutter, Glenn W. Lambie","doi":"10.1007/s41686-019-00029-y","DOIUrl":"https://doi.org/10.1007/s41686-019-00029-y","url":null,"abstract":"Teachers receive minimal training regarding mental health literacy and more specifically behavioral indicators for suicide ideation, suicidality, and self-injurious behaviors that may be occurring among their students. Yet, research has identified the value of training teachers on self-injury and suicide as findings indicate that intentional trainings can increase participants’ knowledge, attitudes, and confidence in supporting students at risk for self-injury and/or suicide. In this formative design study, the development of an online curriculum was explored. Further, the pilot data was collected after a field test of two of the modules of the Behavioral Indicator Training (BIT) program. Results indicate an improvement in knowledge of behavioral indicators and improved self-efficacy for recognizing suicide ideation, suicidality, and self-injurious behavioral indicators.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-07DOI: 10.1007/s41686-019-00028-z
Nancy B. Hastings, H. Handley
{"title":"School-Based Attributes Instrumental in Student Success in a Florida Charter Middle School: a Formative Case Study","authors":"Nancy B. Hastings, H. Handley","doi":"10.1007/s41686-019-00028-z","DOIUrl":"https://doi.org/10.1007/s41686-019-00028-z","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00028-z","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-20DOI: 10.1007/s41686-019-00027-0
Michael K. Thomas, Andria Shyjka, Skip Kumm, Rigel Gjomemo
The purpose of this paper is to explore the notion of formative design in the context of the design, development, implementation, and evaluation of a collectible card game (CCG) for teaching cybersecurity to middle school students. The approach involved a formative design approach, educational design research (EDR) that evolved from design-based research and design experiments commonly employed in fields such as the learning sciences, educational technology, and instructional design. The authors assert that the EDR process used to design an educational CCG is an effective approach for formative learning game design work.
{"title":"Educational Design Research for the Development of a Collectible Card Game for Cybersecurity Learning","authors":"Michael K. Thomas, Andria Shyjka, Skip Kumm, Rigel Gjomemo","doi":"10.1007/s41686-019-00027-0","DOIUrl":"https://doi.org/10.1007/s41686-019-00027-0","url":null,"abstract":"The purpose of this paper is to explore the notion of formative design in the context of the design, development, implementation, and evaluation of a collectible card game (CCG) for teaching cybersecurity to middle school students. The approach involved a formative design approach, educational design research (EDR) that evolved from design-based research and design experiments commonly employed in fields such as the learning sciences, educational technology, and instructional design. The authors assert that the EDR process used to design an educational CCG is an effective approach for formative learning game design work.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-03-11DOI: 10.1007/s41686-019-00026-1
R. B. Shapiro, P. Wardrip
{"title":"Teachers Reasoning About Students’ Understanding: Teachers Learning Formative Instruction by Design","authors":"R. B. Shapiro, P. Wardrip","doi":"10.1007/s41686-019-00026-1","DOIUrl":"https://doi.org/10.1007/s41686-019-00026-1","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2019-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-019-00026-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-26DOI: 10.1007/s41686-018-0025-5
Julie A. Bridges, Jill E. Stefaniak, John Baaki
{"title":"A Formative Design Examining the Effects of Elaboration and Question Strategy with Video Instruction in Medical Education","authors":"Julie A. Bridges, Jill E. Stefaniak, John Baaki","doi":"10.1007/s41686-018-0025-5","DOIUrl":"https://doi.org/10.1007/s41686-018-0025-5","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2018-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-018-0025-5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-09DOI: 10.1007/s41686-018-0024-6
D. Henriksen, William Cain, Punya Mishra
{"title":"Everyone Designs: Learner Autonomy through Creative, Reflective, and Iterative Practice Mindsets","authors":"D. Henriksen, William Cain, Punya Mishra","doi":"10.1007/s41686-018-0024-6","DOIUrl":"https://doi.org/10.1007/s41686-018-0024-6","url":null,"abstract":"","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2018-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/s41686-018-0024-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"53233144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-07DOI: 10.1007/s41686-018-0023-7
Andrew Gillen, Cheryl Carrico, Jake Grohs, Holly Matusovich
By recognizing disconnects between practitioner conceptions of engineering outreach with young people (specifically a lack of focus on cultural relevance), and researcher conceptions of a culturally relevant approach to engineering outreach, we set out to bridge theory and practice by iteratively designing and implementing interventions. We engaged in a cycle of research-informed practice and practice-informed research to develop more culturally relevant approaches to broadening participation in engineering. Research-based findings focused on the importance of understanding common misconceptions of engineering that intervention participants and facilitators may possess. Such understanding enables iterative improvement of activities and research instruments that yield meaningful results. Practice-based insights included findings regarding intervention structure such as needs for different facilitator-to-student ratios for different age groups, and providing volunteer facilitators with a list of “helpful hints” to consider and/or open-ended questions to ask.
{"title":"Using an Applied Research-Practice Cycle: Iterative Improvement of Culturally Relevant Engineering Outreach","authors":"Andrew Gillen, Cheryl Carrico, Jake Grohs, Holly Matusovich","doi":"10.1007/s41686-018-0023-7","DOIUrl":"https://doi.org/10.1007/s41686-018-0023-7","url":null,"abstract":"By recognizing disconnects between practitioner conceptions of engineering outreach with young people (specifically a lack of focus on cultural relevance), and researcher conceptions of a culturally relevant approach to engineering outreach, we set out to bridge theory and practice by iteratively designing and implementing interventions. We engaged in a cycle of research-informed practice and practice-informed research to develop more culturally relevant approaches to broadening participation in engineering. Research-based findings focused on the importance of understanding common misconceptions of engineering that intervention participants and facilitators may possess. Such understanding enables iterative improvement of activities and research instruments that yield meaningful results. Practice-based insights included findings regarding intervention structure such as needs for different facilitator-to-student ratios for different age groups, and providing volunteer facilitators with a list of “helpful hints” to consider and/or open-ended questions to ask.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2018-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-16DOI: 10.1007/s41686-018-0022-8
Michele Garabedian Stork, Honey Goode, Richard Jeter, Jingshun Zhang
This mixed methods program evaluation explores the perceptions of students and teachers who participated in digital activities at a university-sponsored literacy festival. The goal of the digital activities was to introduce a diverse student population to digital tools that may be used to assist in understanding, evaluating, and creating literature. Thoughtfully planned and executed digital activities have the potential to increase student motivation, collaboration, and creativity, which may lead to an improvement in student achievement. Incorporating technology in instruction empowers students and promotes opportunities for authentic learning. The purpose of this evaluation was to examine the efficacy of the digital activities to provide formative feedback to guide enhancements of the digital workshop at future annual literacy festivals and contribute to the discussion of digital learning activities on student literacy achievement.
{"title":"Embracing the Power of Digital in Literacy Education: Evaluating the Effectiveness of Digital Activities","authors":"Michele Garabedian Stork, Honey Goode, Richard Jeter, Jingshun Zhang","doi":"10.1007/s41686-018-0022-8","DOIUrl":"https://doi.org/10.1007/s41686-018-0022-8","url":null,"abstract":"This mixed methods program evaluation explores the perceptions of students and teachers who participated in digital activities at a university-sponsored literacy festival. The goal of the digital activities was to introduce a diverse student population to digital tools that may be used to assist in understanding, evaluating, and creating literature. Thoughtfully planned and executed digital activities have the potential to increase student motivation, collaboration, and creativity, which may lead to an improvement in student achievement. Incorporating technology in instruction empowers students and promotes opportunities for authentic learning. The purpose of this evaluation was to examine the efficacy of the digital activities to provide formative feedback to guide enhancements of the digital workshop at future annual literacy festivals and contribute to the discussion of digital learning activities on student literacy achievement.","PeriodicalId":73753,"journal":{"name":"Journal of formative design in learning","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2018-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138537548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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