دورية أكاديمية
Self Reflections of Undergraduate Students on Using Web-Supported Counterintuitive Science Demonstrations
| العنوان: | Self Reflections of Undergraduate Students on Using Web-Supported Counterintuitive Science Demonstrations |
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| اللغة: | English |
| المؤلفون: | Kumar, David Devraj, Dunn, Jessica |
| المصدر: | Journal of Science Education and Technology. Aug 2018 27(4):362-368. |
| الإتاحة: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| تاريخ النشر: | 2018 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Undergraduate Students, Intuition, Reflection, Demonstrations (Educational), Science Activities, Web Based Instruction, Elementary School Science, Qualitative Research, Student Teaching, Behavioral Objectives, Instructional Effectiveness, Academic Accommodations (Disabilities), Instructional Improvement, Developmentally Appropriate Practices, Student Satisfaction |
| DOI: | 10.1007/s10956-018-9729-1 |
| تدمد: | 1059-0145 |
| مستخلص: | Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N = 19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection "(meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching)" deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms. |
| Abstractor: | As Provided |
| Number of References: | 16 |
| Entry Date: | 2018 |
| رقم الأكسشن: | EJ1182414 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1059-0145 |
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| DOI: | 10.1007/s10956-018-9729-1 |