Hands-on at a distance: Evaluation of a temperature and heat distance learning course

Journal of Science Education and Technology

Volumn 18, Issue 2, 2009, Pages 173-186

  Krall, Rebecca McNall ^a   Straley, Joseph P ^a   Shafer, Sally A ^a   Osborn, Jeffrey L ^a  

^a UNIVERSITY OF KENTUCKY   (United States)

Author keywords

Distance education; Evaluation; Inquiry based science; Middle school; Middle school science; Physical science; Professional development; Temperature and heat

Indexed keywords

EID: 64549092385     PISSN: 10590145     EISSN: 15731839     Source Type: Journal    
DOI: 10.1007/s10956-008-9142-2     Document Type: Article

References (42)

1. P Adams E Legleiter M Davies M Seimars Z Hrepic B Walizer 2008 University partnership to deliver statewide professional development Sci Scope 31 8 20 24
2. American Association for the Advancement of Science (1993) Benchmarks for scientific literacy. Author, Washington, DC. Available at: http://www. project2061.org/publications/bsl/online/ch4/ch4.htm
3. L Annetta JA Shymansky 2006 Investigating science learning for rural elementary school teachers in a professional-development project through three distance-education strategies J Res Sci Teach 43 1019 1039 10.1002/tea.20106
4. M Beeth 1998 Facilitating conceptual change learning: the need for teachers to support meta-cognition J Sci Teach Educ 9 49 61 10.1023/A: 1009417622756
5. Biological Sciences Curriculum Study (BSCS) (1989) New designs for elementary school science and health: a cooperative project of biological science curriculum study (BSCS) and international business machines (IBM). Kendall/Hunt, Dubuque
6. H Borko 2004 Professional development and teaching learning: mapping the terrain Educ Res 33 8 3 15 10.3102/0013189X033008003
7. Bradley KD, Sampson SO (2005) Improving data collection through Rasch measurement: a continuing study of supply and demand. Paper presented at the American Educational Research Association annual meeting, Montreal
8. Brown S, Lashley T (2002) Appalachian rural systemic initiative: an account of a service learning collaboration of two science educators. Paper presented at the annual meeting for the American Educational Research Association, New Orleans
9. WS Carlsen 1991 Effects of new biology teachers' subject-matter knowledge on curricular planning Sci Educ 75 6 631 647 10.1002/sce.3730750605
10. AR Cavagnetto J Dunkhase RE Yager V Burketta 2005 African-America institute-Iowa math and science professional development workshop: a distance learning approach for math and science literacy in Africa Bull Sci Technol Soc 25 446 454 10.1177/0270467605278895
11. Collins T (1999) Attracting and retaining teachers in rural areas (ERIC Digest). ERIC clearinghouse on rural education and small schools, Charleston (ERIC Document Reproduction Service No. ED438152). http://www.ericfacility.net/ databases/ERIC-Digests/ed438152.html. Retrieved 13 Nov 2003
12. L Darling-Hammond 1998 Teachers and teaching: testing policy hypotheses from a national commission report Educ Res 27 1 5 17
13. R Driver H Asoko J Leach E Mortimer P Scott 1994 Constructing scientific understanding in the classroom Educ Res 23 7 5 12
14. Dunn RJ (2001) The rural education dichotomy: disadvantaged systems and school strengths. North Central Regional Education Laboratory, Naperville (ERIC Document Reproduction Service No. ED 453991)
15. MS Garet AC Porter L Desimone BF Birman KS Yoon 2001 What makes professional development effective? Results from a national sample of teachers Am Educ Res J 38 4 915 945 10.3102/00028312038004915
16. J Gess-Newsome NG Lederman 1995 Biology teachers' perceptions of subject matter structure and its relationship to classroom practice J Res Sci Teach 32 301 325 10.1002/tea.3660320309
17. Grigg W, Lauko M, Brockway D (2006) The nation's report card: science 2005 (NCES 2006-466). US department of education, national center for education statistics. US Government Printing Office, Washington, DC
18. Grossman PL (1995) Teachers knowledge. In: Anderson LW (ed) International encyclopedia of teaching and teacher education, 2nd edn. Elsevier Science, Oxford, pp 20-24
19. Grossman PL, Wilson SM, Shulman LS (1989) Teachers of substance: subject matter knowledge for teaching. In: Reynolds MC (ed) Knowledge base for the beginning teacher. Pergamon Press, New York, pp 23-36
20. Henderson S, Royster W (2000) The Appalachian rural systemic initiative: improving science and mathematics student achievement in economically disadvantaged rural counties in central Appalachia through a school-based, teacher partner approach. Educ Policy Anal Arch 8(17). http://epaa.asu.edu/epaa/ v8n17/. Retrieved 15 Oct 2008
21. Hennessey MG (2003) Metacognitive aspects of students' reflective discourse: implications for intentional conceptual change teaching and learning. In: Sinatra GM, Pintrich PR (eds) Intentional conceptual change. Lawrence Erlbaum Associates, Mahwah, pp 377-406
22. Inverness Research Associates (2001) Investing in the improvement of mathematics and science education in rural Appalachia: ten years of ARSI and its accomplishments, Inverness, CA. http://www.inverness-research.org/arsi/ a16arsi10yrinvest.html. Retrieved 15 July 2007
23. Inverness Research, Inc. (2007) The Appalachian Rural Systemic Initiative (ARSI): an evaluation portfolio. Inverness, CA. http://www.inverness-research. org/arsi/index.html. Retrieved 25 Sept 2008
24. G Leinhardt D Smith 1985 Expertise in mathematics instruction: subject matter knowledge J Educ Psychol 77 247 271 10.1037/0022-0663.77.3.247
25. S Loucks-Horsley C Matsumoto 1999 Research on professional development for teachers of mathematics and science: the state of the scene J Sch Sci Math 99 258 271
26. McClure C, Reeves C (2004) Rural teacher recruitment and retention: review of the research and practice literature. Appalachian Educational Laboratory, Charleston
27. National Research Council (1996) National science education standards. National Academy Press, Washington, DC
28. Osborne R, Freyberg P (1985) Learning in science. Heinemann, London
29. R Powell C Conway L Ross 1990 Effects of student predisposing characteristics on student success J Distance Learn 5 1 5 19
30. Provasnik S, Ramani A, Coleman M, Gilbertson L, Herring W, Xie Q (2007) Status of education in rural America (No. NCES 2007-040). US Department of Education: National Center for Education Statistics, Washington, DC
31. Reeves C (2003) Implementing the no child left behind act: implications for rural schools and districts. North Central Regional Educational Laboratory, Oak Brook. www.ncrel.org/policy/pubs/html/implicate/index.html. Retrieved 20 Oct 2007
32. B Robinson 2008 Using distance learning and ICT to improve access, equity and the quality in rural teachers' professional development in western China Int Rev Res Open Distance Learn 9 1 1 17
33. Sanders WL, Rivers JC (1996) Cumulative and residual effects of teachers on future student academic achievement. University of Tennessee Value-Added Research and Assessment Center, Knoxville
34. DC Smith DC Neale 1989 The construction of subject-matter knowledge in primary science teaching Teach Teach Educ 5 1 1 20 10.1016/0742-051X(89)90015-2
35. Smith DC, Neale DC (1991) The construction of subject-matter knowledge in primary science teaching. In: Brophy J (ed) Advances in research on teaching, vol 2. Teachers' knowledge of subject matter as it relates to their teaching practice. JAI Press, Greenwhich, pp 187-243
36. St. John M, Allen K, Carroll B, Mitchell H, Horsch E, Lopez L (2008) The appalachian math and science partnership: a multi-state umbrella partnership promoting local mathematics and science reform. Inverness Research, Inc., Inverness, CA. http://www.inverness-research.org/abstracts/ab2008-01-Rpt-AMSP- umbrella-report.html. Retrieved 25 Sept 2008
37. AG Thompson 1984 The relationship of teachers' conceptions of mathematics teaching to instructional practice Educ Stud Math 15 2 105 127 10.1007/BF00305892
38. S Vosniadou 1991 Designing curricula for conceptual restructuring: lesson from the study of knowledge acquisition in astronomy J Curric Stud 23 219 237 10.1080/0022027910230302
39. Vosniadou S (1999) Conceptual change research: state of the art and future directions. In: Schnotz W, Vosniadou S, Carretero M (eds) New perspectives on conceptual change. Pergamon/Elsvier, Amsterdam, pp 3-13
40. Vosniadou S (2003) Exploring the relationships between conceptual change and intentional learning. In: Sinatra GM, Pintrich PR (eds) Intentional conceptual change. Lawrence Erlbaum Associates, Mahwah, pp 377-406
41. S Vosniadou 2007 The congnitive-situative divide and the problem of conceptual change Educ Psychol 42 1 55 66
42. Wilson SM, Shulman LS, Richert AE (1987) "150 different ways" of knowing: representations of knowledge in teaching. In: Calderhead J (ed) Exploring teachers' thinking. Cassell, London, pp 104-124