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117 results
2022
Grotzer, T., Gonzalez, E., & McGivney, E. (2022). Teaching students to grasp complexity in biology education using a “Body of Evidence” approach. In O. Ben-Zvi-Assaraf & M. Knippels (Eds.), Fostering Understanding of Complex Systems in Biology Education: Pedagogies, Guidelines and Insights from Classroom-based Research (pp. 171-204). Springer Nature.
Grotzer, T., Gonzalez, E., & McGivney, E. (2022). Teaching students to grasp complexity in biology education using a “Body of Evidence” approach. In O. Ben-Zvi-Assaraf & M. Knippels (Eds.), Fostering Understanding of Complex Systems in Biology Education: Pedagogies, Guidelines and Insights from Classroom-based Research (pp. 171-204). Springer Nature.
Gonzalez, E., Grotzer, T., McGivney, E., & Reilly, J. (2022). Details matter: How contrasting design features in two MUVEs impact learning outcomes. Technology, Knowledge, and Learning, 27(3), 801-821.
Gonzalez, E., Grotzer, T., McGivney, E., & Reilly, J. (2022). Details matter: How contrasting design features in two MUVEs impact learning outcomes. Technology, Knowledge, and Learning, 27(3), 801-821.
Metcalf, S., Dede, C., Jeon, S., & Reilly, J. (2022). Fostering Systemic and Evidentiary Thinking in Elementary Learners: Concept Mapping of Causal Relationships in Ecosystems. In CMC 2022: Ninth International Concept Mapping Conference, Sept 26-28.
Metcalf, S., Dede, C., Jeon, S., & Reilly, J. (2022). Fostering Systemic and Evidentiary Thinking in Elementary Learners: Concept Mapping of Causal Relationships in Ecosystems. In CMC 2022: Ninth International Concept Mapping Conference, Sept 26-28.
2021
Kamarainen, A., Grotzer, T., Thompson, M., Sabey, D., & Haag, B. (2021). Teacher views of experimentation in ecosystem science. Journal of Biological Education.
Kamarainen, A., Grotzer, T., Thompson, M., Sabey, D., & Haag, B. (2021). Teacher views of experimentation in ecosystem science. Journal of Biological Education.
Grotzer, T., Gonzalez, E., & Schibuk, E. (2021). Cause and Effect: Mechanism and Prediction. In J. Nordine & O. Lee (Eds.), Crosscutting Concepts: Strengthening Science and Engineering Learning (pp. 89-113). NSTA.
Grotzer, T., Gonzalez, E., & Schibuk, E. (2021). Cause and Effect: Mechanism and Prediction. In J. Nordine & O. Lee (Eds.), Crosscutting Concepts: Strengthening Science and Engineering Learning (pp. 89-113). NSTA.
Metcalf, S., Reilly, J., Jeon, S., Wang, A., Pyers, A., Brennan, K., & Dede, C. (2021). Assessing computational thinking through the lenses of functionality and computational fluency. Computer Science Education, 31(2), 199-223.
Metcalf, S., Reilly, J., Jeon, S., Wang, A., Pyers, A., Brennan, K., & Dede, C. (2021). Assessing computational thinking through the lenses of functionality and computational fluency. Computer Science Education, 31(2), 199-223.
2020
Metcalf, S., Dickes, A., Reilly, J., Kamarainen, A., Brennan, K., Grotzer, T., & Dede, C. (2020). Impact of a Blended Immersive and Computational Modeling Tool on Elementary Ecosystems Science Learning. In American Educational Research Association (AERA) Conference.
Metcalf, S., Dickes, A., Reilly, J., Kamarainen, A., Brennan, K., Grotzer, T., & Dede, C. (2020). Impact of a Blended Immersive and Computational Modeling Tool on Elementary Ecosystems Science Learning. In American Educational Research Association (AERA) Conference.
Jeon, S., Metcalf, S., Dickes, A., & Dede, C. (2020). Elementary teacher perspectives on a blended computational modeling and ecosystem science curriculum. In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 46-55).
Jeon, S., Metcalf, S., Dickes, A., & Dede, C. (2020). Elementary teacher perspectives on a blended computational modeling and ecosystem science curriculum. In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 46-55).
Reilly, J., McGivney, E., Dede, C., & Grotzer, T. (2020). Assessing science identity exploration in immersive virtual environments: A mixed methods approach. The Journal of Experimental Education.
Reilly, J., McGivney, E., Dede, C., & Grotzer, T. (2020). Assessing science identity exploration in immersive virtual environments: A mixed methods approach. The Journal of Experimental Education.
2019
Cuzzolino, M., Grotzer, T., Tutwiler, M., & Torres, E. (2019). An agentive focus may limit learning about complex causality and systems dynamics: A study of seventh graders’ explanations of ecosystems. Journal of Research in Science Teaching, 56(8).
Cuzzolino, M., Grotzer, T., Tutwiler, M., & Torres, E. (2019). An agentive focus may limit learning about complex causality and systems dynamics: A study of seventh graders’ explanations of ecosystems. Journal of Research in Science Teaching, 56(8).
Dede, C., Grotzer, T., Kamarainen, A., & Metcalf, S. (2019). Designing immersive authentic simulations that enhance motivation and learning: EcoLearn. Learning Science: Theory, Research, Practice.
Dede, C., Grotzer, T., Kamarainen, A., & Metcalf, S. (2019). Designing immersive authentic simulations that enhance motivation and learning: EcoLearn. Learning Science: Theory, Research, Practice.
Dickes, A., Kamarainen, A., Metcalf, S., Gun-Yildiz, S., Brennan, K., Grotzer, T., & Dede, C. (2019). Scaffolding ecosystems science practice by blending immersive environments and computational modeling. British Journal of Educational Technology.
Dickes, A., Kamarainen, A., Metcalf, S., Gun-Yildiz, S., Brennan, K., Grotzer, T., & Dede, C. (2019). Scaffolding ecosystems science practice by blending immersive environments and computational modeling. British Journal of Educational Technology.