Kent J. Crippen

The impact of web-based worked examples and self-explanation on performance, problem solving, and self-efficacy

Studying worked examples and engaging in self-explanation are well-supported strategies for developing self-regulated learning and improving student performance. Our efforts involve a design theory approach to creating a Web-based learning tool that uses the notion of a weekly quiz to draw students into an environment that supports the development of fundamental strategies for improving performance and well-structured problem solving. This manuscript describes a quasi-experimental study to isolate the specific impact of our tool on student learning and motivation. Results are inconclusive about an impact for students only provided with worked examples. The combination of a worked example with a self-explanation prompt produces improvement in performance, problem solving skill, and self-efficacy.

K-12 Distance Educators at Work: Who's Teaching Online across the United States

Abstract Due to the current proliferation of virtual schools, a growing number of teachers are facing the challenge of teaching online. This study examines the demographic nature and experiences of K–12 online teachers. Findings show that online teachers are experienced in the traditional classroom, as indicated by their years of experience and the level of their advanced degrees. These teachers seek a better means to engage with students, a greater sense of community, and the ability to teach without the constraints of traditional teachings, such as a bell schedule or issues of classroom management. Data also suggest that aspects of teaching online, such as the number of classes/students, student motivation, and lack of support, can be overwhelming at times. Through this study, we are able to gain a better understanding of the educators themselves, including specific advantages and challenges of teaching in an online environment.

Understanding Teachers’ Conceptions of Classroom Inquiry With a Teaching Scenario Survey Instrument

A survey instrument using everyday teaching scenarios was developed to measure teacher conceptions of inquiry. Validity of the instrument was established by comparing responses for a group of secondary teachers to narrative writing and group discussion. Participating teachers used only three of the five essential features of inquiry detailed in the standards documents (NRC 2000) when expressing their ideas of classroom inquiry. The features of ‘evaluating explanations in connection with scientific knowledge’ and ‘communicating explanations’ were rarely mentioned. These missing components indicate a gap between the teachers’ conceptions of inquiry and the ideals of the reform movement.

Variation theory: A theory of learning and a useful theoretical framework for chemical education research

Instructors are constantly baffled by the fact that two students who are sitting in the same class, who have access to the same materials, can come to understand a particular chemistry concept differently. Variation theory offers a theoretical framework from which to explore possible variations in experience and the resulting differences in learning and understanding. According to variation theory, there are a limited number of features of a given phenomenon to which we can pay attention at any given time. Our experience of that phenomenon depends on the specific features to which we direct our attention. Two individuals who experience the same phenomenon may focus on different features and, thus, come to understand the phenomenon differently. The purpose of this article is to present variation theory as (1) a useful way for instructors to think about student learning and (2) a potentially powerful theoretical framework from which to conduct chemical education research.

Scaffolded Inquiry-Based Instruction with Technology: A Signature Pedagogy for STEM Education

Inquiry-based instruction has become a hallmark of science education and increasingly of integrated content areas, including science, technology, engineering, and mathematics (STEM) education. Because inquiry-based instruction very clearly contains surface, deep, and implicit structures as well as engages students to think and act like scientists, it is considered a signature pedagogy of science education. In this article the authors discuss the nature of scaffolded inquiry-based instruction and how it can be applied to the use of emerging technologies, such as data mashups and cloud computing, so that students not only learn the content of STEM, but can also begin answering the critical socioscientific questions that face the modern era.

Using professional development to achieve classroom reform and science proficiency: an urban success story from southern Nevada, USA

This paper provides a detailed description and evaluation of a three‐year professional development project in a large urban setting in the southwestern United States. The impetus for the project was curriculum development focused on integrated scientific inquiry. Project goals included the development of a professional learning community, reformed teacher practice, and improved content knowledge for teachers and their students. Annually, a two‐week summer institute was provided for approximately 50 high school science teachers with graduate‐level coursework during the academic year. The results document improvements in teacher content knowledge and key changes in the classroom characteristics of teacher participants. Further, students enrolled in a target course with teachers who participated fully in the professional development were more than twice as likely to pass the state science examination. The results from this project add to what is known about delivering successful, contextually relevant professional development.

The Impact of Block Scheduling on Student Motivation and Classroom Practice in Mathematics

Results are presented from a mixed-method investigation into the effects of Block Schedule on student self-efficacy, attitude, and instructional practices within the context of mathematics. Students exposed to block schedule showed no change in attitude toward mathematics, whereas those on a traditional schedule demonstrated a significant decrease. Students on block schedule also made significantly greater gains in self-efficacy. If reformed teacher practice is a goal of transitioning to block schedule, results point to a critical need for professional development.

Applying cognitive theory to chemistry instruction: the case for worked examples

The case for chemistry instruction based on worked examples is presented, using a contemporary model of human learning. We begin by detailing human cognitive architecture and outlining the Interactive Compensatory Model of Learning (ICML). Through the ICML, the role of motivation, deliberate practice and feedback are detailed as key variables in the development of expertise. Using instructional examples, the strategy of worked example-based learning is described and contrasted with more open-ended forms of instruction. The learning mechanism inherent in instruction based on worked examples is shown to be theoretically consistent with the principles of the ICML.

Using Personal Digital Assistants in Clinical Supervision of Student Teachers

Journaling is an important tool to help student teachers reflect on the nature of the student teaching experience. The communication of journals to student teacher supervisors is enhanced greatly by using e-mail. Previously we described software that can be used to enhance journaling. This software included tools to facilitate writing field notes during in-class observations by the supervisor. E-mail exchange largely has supplanted the need for an electronic journaling tool. Here we describe flexible strategies using a personal digital assistant (PalmPilot) to facilitate the development of field notes during observations. These notes are then readily communicated to the student teacher by several means including e-mail.

The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class.

The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students’ (N = 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of questionnaires, students were randomly assigned to 1 of 4 conditions: (a) control, (b) mastery feedback, (c) performance-approach feedback, and (d) combined mastery/performance-approach feedback. In each condition, students received a raw performance score for each weekly quiz they completed online and, for the treatment conditions, additional feedback reflective of that specific feedback condition. Results provide evidence for the multiple goals perspective (specialized pattern) wherein performance-oriented feedback was beneficial for some outcomes, whereas mastery feedback was beneficial for other outcomes.