nach oben

Journal of Science Education and Technology

Erschienen in:

01.04.2006

Using Handheld Computers to Support Improved Classroom Assessment in Science: Results from a Field Trial

verfasst von: Louise Yarnall, Nicole Shechtman, William R. Penuel

Erschienen in: Journal of Science Education and Technology | Ausgabe 2/2006

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

A variety of handheld applications and curricular materials have been developed to support inquiry science learning in recent years, but there are few handheld-supported assessment activities available to teachers. In Project WHIRL, researchers from SRI International worked in partnership with teachers from Beaufort County School District (SC) to develop a suite of handheld software applications that could be used to support classroom assessment in upper elementary and middle school science classrooms. In this paper, we will analyze results from a field trial conducted in 2003–2004 with 18 teachers in the district, focusing on how teachers’ enactment of handheld-supported assessment activities altered the frequency and quality of their assessment practices.

Vorheriger Artikel Reality versus Simulation

Nächster Artikel The Virtual Learning Environment ROODA: An Institutional Project of Long Distance Education

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Becker, H. J., and Riel, M. (2000). Teacher professional engagement and constructivist-compatible computer use. Retrieved July 9, 2001, from http://www.crito.uci.edu/tlc/findings/report_7/

Berger, L., and Lynn, E. (2002). Formative visions: Using handheld computers to support diagnostic instruction. /Insight Leadership, 2/, 83–97. Accessed online 7/26/2006 from http://www.wirelessgeneration.com/pdf/BergerLynn_White_Paper.pdf

Black, P., and Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan 80(2): 139–144, 146–148

Bol L., Strage A. (1996). The contradiction between teachers’ instructional goals and their assessment practices in high school biology course. Science Education 80(2): 145–163CrossRef

Cobb P., Confrey J., diSessa A. A., Lehrer R., Schauble L. (2003). Design experiments in educational research. Educational Researcher 32(1): 9–13

Danesh, A., Inkpen, K. M., Lau, F., Shu, K., and Booth, K. (2001). Geney: Designing a collaborative activity for the palm handheld computer. Paper presented at the Proceedings of the SIGCHI conference on Human factors in computing systems, Seattle, WA

Davey B., McBride S. (1986). Effects of question-generation training on reading comprehension. Journal of Educational Psychology 78: 256–262CrossRef

Design-Based Research Collective (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher 32(1): 5–8

Eltron L. R. B. (1982). Assessment for learning. In Bligh, D., (Ed.), Professionalism and flexibility for learning. Society for Research into Higher Education, Guildford, Surry, England

Erickson J., Lehrer R. (1998). The evolution of critical standards as students design hypermedia documents. The Journal of the Learning Sciences 7(3&4): 351–386

Feldman A., Konold C., Coulter B. (2002). Network science: A decade later. Lawrence Erlbaum Associates, Mahwah, NJ

Fishman B. J., Krajcik J. (2003). What does it mean to create sustainable science curriculum innovations? A commentary Science Education 87(4): 564–573CrossRef

Gobert J. D., Clement J. J. (1999). Effects of student-generated diagrams versus student-generated summaries of conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching 36: 36–53CrossRef

Hsi, S. (1999). Assessment anytime, anywhere with ubiquitous computers. Paper presented at the Annual Meeting of the American Educational Research Association, Montreal, Canada

Hsi, S. (2000). Using handheld technologies to connect web-based learning to outdoor investigations. Paper presented at the National Association for Research in Science Teaching Annual Meeting

Klopfer E., Yoon S., Perry J. (2005). Using palm technology in participatory simulations of complex systems: A new take on ubiquitous and accessible mobile computing. Journal of Science Education and Technology 14(3): 285–297CrossRef

King A. (1989). Effects of self-questioning training on college students’ comprehension of lectures. Contemporary Educational Psychology 14: 366–381CrossRef

Luchini, K., Quintana, C., Krajcik, J., Farah, C., Nandihalli, N., Reese, K., Wieczorek, A., and Soloway, E. (2002). Scaffolding in the small Designing educational supports for concept mapping on handheld computers. Paper presented at the Conference on Human Factors in Computing Systems, Minneapolis, MN

Mandryk, R. L., Inkpen, K. M., Bilezikjian, M., Klemmer, S. R., and Landay, J. A. (2001). Supporting children’s collaboration across handheld computers. In Extended abstracts of CHI, Conference on human factors in computing systems, CHI, Seattle, WA

Marbach-Ad G., Sokolove P. G. (2000). Can undergraduate biology students learn to ask higher level questions? Journal of Research in Science Teaching 37: 854–870CrossRef

Means, B., and Haertel, G. D. (2002). Technology supports for assessing science inquiry. In Board on Testing and Assessment (Ed.), Technology and assessment: Thinking ahead. Proceedings from a workshop. National Academy Press, Washington, DC, pp. 12–25

Means B., Roschelle J., Penuel W. R., Sabelli N., Haertel G. D. (2003). Technology’s contribution to teaching and policy: Efficiency, standardization, or transformation? Review of Educational Research 27: 159–181

Metcalf, S. J., and Tinker, R. (2003). TEEMSS: Technology Enhanced Elementary and Middle School Science. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA

National Center for Education Statistics. (2000). Teachers’ tools for the 21st century: A report on teachers’ use of technology U.S. Department of Education, Washington, DC

National Research Council. (2000). Inquiry and the national science education standards. National Academy Press, Washington, DC

National Research Council. (2001). Classroom assessment and the national science education standards. National Academy Press, Washington, DC

Novack A. M., Gleason C. I. (2001). Incorporating portable technology to enhance an inquiry, project-based middle school science classroom. In Tinker, R. F., and Krajcik, J., (Eds.), Portable technologies: Science learning in context, Kluwer Press, NY, pp. 29–62

Ogle D. S. (1986). K-W-L group instructional strategy. In Palincsar, A., Ogle, D. S., Jones, B. F., and Carr, E. G. (Eds.), Teaching reading as thinking (Teleconference Resource Guide). Association for Supervision and Curriculum Development, Alexandria, VA, pp. 11–17

Palincsar A. S., Brown A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction 1: 117–175CrossRef

Parr C., Jones T., Songer N. (2004). Evaluation of a handheld data collection interface for science learning. Journal of Science Education and Technology 13(2): 233–242CrossRef

Penuel W. R., Roschelle J., Crawford V., Shechtman N., Abrahamson A. L. (2004a). Workshop report: Advancing research on the transformative potential of interactive pedagogies and classroom networks. SRI International, Menlo Park, CA

Penuel, W. R., Roschelle, J., and Shechtman, N. The WHIRL co-design process: Participant experiences. The Journal of the Learning Sciences (under review)

Penuel W. R., Tatar D., and Roschelle J. (2004b). The role of research on contexts of teaching practice in informing the design of handheld learning technologies. Journal of Educational Computing Research 30(4): 331–348CrossRef

Penuel, W. R., and Yarnall, L. (2005). Designing handheld software to support classroom assessment: An analysis of conditions for teacher adoption. Journal of Technology, Learning, and Assessment 3(5), available from http://www.jtla.org

Petrosino, A. J. (1998). The use of reflection and revision in hands-on experimental activities by at risk children. Unpublished dissertation. Vanderbilt University, Nashville, TN

Roschelle J., and Pea R. D. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning. International Journal of Cognition and Technology 1(1): 145–168

Rosenshine B. V., Stevens R. J. (1986). Teaching functions. In Wittrock, M. C., (Ed.), Handbook of research on teaching (3rd ed.), Macmillan, New York, pp. 376–391

Ruiz-Primo M. A., Shavelson R. J., Hamilton L., Klein S. (2002). On the evaluation of systemic science education reform: Searching for instructional sensitivity. Journal of Research in Science Teaching 39(5): 369–393CrossRef

Stiggins R. J. (1997). Student-centered classroom assessment. Merrill, Columbus, OH

Stiggins R. J., Conklin N. F. (1992). In teachers’ hands: Investigating the practice of classroom assessment. State University of New York Press, Albany, NY

Stiggins R. J., Rubel E., Quellmalz E. (1988). Measuring thinking skills in the classroom. NEA, Washington, DC

Wertsch J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Harvard University Press, Cambridge, MA

Wilensky, U., and Stroup, W. M. (2000). Networked gridlock: Students enacting complex dynamic phenomena with the hubnet architecture. Paper presented at the Fourth Annual International Conference of the Learning Sciences, Ann Arbor, MI

Young V., Haertel G. D., Ringstaff C., Means B. (1998). Evaluating global lab curriculum: Impacts and issues of implementing a project-based science curriculum. SRI International, Menlo Park, CA

Titel: Using Handheld Computers to Support Improved Classroom Assessment in Science: Results from a Field Trial
verfasst von: Louise Yarnall
Nicole Shechtman
William R. Penuel
Publikationsdatum: 01.04.2006
Verlag: Kluwer Academic Publishers
Erschienen in: Journal of Science Education and Technology / Ausgabe 2/2006
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-006-9008-4

Premium Partner

Marktübersichten

Die im Laufe eines Jahres in der „adhäsion“ veröffentlichten Marktübersichten helfen Anwendern verschiedenster Branchen, sich einen gezielten Überblick über Lieferantenangebote zu verschaffen.

Zur Marktübersicht

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Weitere Artikel der Ausgabe 2/2006

The Impact of Science Fiction Film on Student Understanding of Science

Kindergarten Teachers’ Conceptual Framework on the Ozone Layer Depletion. Exploring the Associative Meanings of a Global Environmental Issue

Reality versus Simulation

The Virtual Learning Environment ROODA: An Institutional Project of Long Distance Education

A Cross-Age Study of the Understanding of Three Genetic Concepts: How Do They Image the Gene, DNA and Chromosome?

Turkish Pupils’ Conceptions of the Particulate Nature of Matter

Premium Partner

Marktübersichten