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Cases on Inquiry through Instructional Technology in Math and Science

Book Description

There exists a wealth of information about inquiry and about science, technology, engineering, and mathematics (STEM), but current research lacks meaningfully written, thoughtful applications of both topics.
Cases on Inquiry through Instructional Technology in Math and Science represents the work of many authors toward meaningful discourse of inquiry used in STEM teaching. This book presents insightful information to teachers and teacher education candidates about using inquiry in the real classroom, case studies from which research suggests appropriate uses, and tangible direction for creating their own inquiry based STEM activities. Sections take the reader logically through the meaning of inquiry in STEM teaching, how to use technology in modern classrooms, STEM projects which successfully integrate inquiry methodology, and inquiry problem solving within STEM classrooms with the aim of creating activities and models useful for real-world classrooms.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  5. Foreword
  6. Preface
  7. Section 1: The Meaning of Inquiry in STEM Teaching
    1. Chapter 1: Using Levels of Inquiry in the Classroom
      1. Executive Summary
      2. INTRODUCTION
      3. WHAT DOES INQUIRY LOOK LIKE?
      4. THE STUDENT EXPERIENCE
      5. THE INQUIRY EXPERIENCE IN MY CLASSROOM
      6. BRINGING LEVELS OF INQUIRY TO YOUR CLASSROOM
      7. FINAL THOUGHTS
    2. Chapter 2: STEMing the Tide
      1. Executive Summary
      2. INTRODUCTION
      3. BACKGROUND OF WRITING ACROSS THE CURRICULUM
      4. BACKGROUND OF COURSE
      5. A THEMATIC APPROACH THAT EVOLVES
      6. COLLABORATIVE LEARNING
      7. WRITING TO LEARN
      8. FORMATIVE ASSESSMENT FOR TEACHERS AND STUDENTS
      9. CONCLUSION
      10. Appendix A
      11. Appendix B
      12. Appendix C
      13. Appendix D
      14. Appendix E
      15. Appendix F
      16. Appendix G
    3. Chapter 3: Concept Maps as Tools for Learning Scientific Language
      1. Executive Summary
      2. BACKGROUND
      3. DIFFICULTIES IN LEARNING SCIENTIFIC TERMINOLOGY
      4. CASE DESCRIPTION, SOLUTIONS AND RECOMMENDATIONS
      5. BENEFITS OF CONCEPT MAPPING
      6. TECHNOLOGIES USE WITHIN CONCEPT MAPPING
      7. CONCEPT MAPPING IN THE CLASSROOM
      8. SUMMARY
    4. Chapter 4: SMASH
      1. Executive summary
      2. Introduction
      3. Background
      4. case description
      5. FuTURE rESEARCH dIRECTIONS
      6. Conclusion
    5. Chapter 5: Where Are We Heading To?
      1. Executive Summary
      2. INTRODUCTION
      3. METHODOLOGY
      4. RESULTS AND DISCUSSIONS
      5. CONCLUSION AND IMPLICATIONS
    6. Chapter 6: Assessing Science Inquiry
      1. Executive summary
      2. Introduction
      3. Background
      4. Assessing Science Inquiry
      5. Case Study: Virtual Assessment Project
      6. Implications for Educational Practice
      7. Future Research Directions
      8. Conclusion
  8. Section 2: How to use Technology in Modern Classrooms
    1. Chapter 7: Technology and the Preschooler
      1. Executive Summary
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. METHODOLOGY
      5. FINDINGS
      6. BEHAVIORS AND MIMICS
      7. INTERACTION THEORY
      8. ANTHROPOMORPHIC BEHAVIOR
      9. PLAY INTERACTIONS
      10. CONCLUSION
      11. RECOMMENDATIONS
    2. Chapter 8: Mobile Technology in the Classroom
      1. Executive Summary
      2. BACKGROUND
      3. A TALE OF TWO PRIVATE SCHOOLS
      4. LAPTOP PROGRAMS IN HIGHER EDUCATION
      5. CHANGING THE FOCUS
      6. SYSTEM REQUIREMENTS
      7. ENHANCEMENT OR DISTRACTION?
      8. EMERGING TECHNOLOGIES
      9. SMARTPHONES
      10. CELL PHONES IN THE LANGUAGE CLASSROOM
      11. CELL PHONE USE IN OTHER COUNTRIES
      12. CONCLUSION
    3. Chapter 9: Fostering Inquiry in Science among Kinaesthetic Learners through Design and Technology
      1. Executive Summary
      2. INTRODUCTION
      3. FACTORS AFFECTING CREATIVITY AND CORE COMPONENTS OF CREATIVITY IN THE SCIENCE CONTEXT
      4. LINKING SCIENCE TO OTHER SUBJECTS AS A MEANS TO FOSTER CREATIVITY IN SCIENCE
      5. CHALLENGES IN FOSTERING CREATIVITY IN SCIENCE AMONG KINAESTHETIC LEARNERS
      6. SUCCESS OF KINAESTHETIC STUDENTS IN D&T AND CPA
      7. CURRENT SITUATION IN SINGAPORE
      8. PROMOTING INQUIRY
      9. RESEARCH AND PRACTICE
      10. METHODOLOGY
      11. RESULTS
      12. DISCUSSION
  9. Section 3: STEM Projects that Successfully Integrate Inquiry Methodology
    1. Chapter 10: Learning Statistics with a Multimedia Resource
      1. Executive Summary
      2. DESCRIPTION OF THE LEARNING RESOURCE (STATCONQUER)
      3. BACKGROUND: CONTEXT AND GOALS OF THIS LESSON
      4. THEORETICAL FRAMEWORKS: COGNITIVE LOAD AND MULTIMEDIA LEARNING THEORIES IN THE DESIGN OF THE LEARNING RESOURCE
      5. PRINCIPLES OF CLT AND CTML USED IN THE DESIGN OF STATCONQUER
      6. WORKED EXAMPLES AND COMPLETION PROBLEMS
    2. Chapter 11: Science Project, Kim-Jang
      1. Executive Summary
      2. IMPACT OF INDUSTRIALIZATION, MODERNIZATION, GLOBALIZATION AND URBANIZATION ON SOUTH KOREAN LIFESTYLE
      3. KIM-JANG: A CURRICULUM LINK TO RECONNECT CHILDREN AND PARENTS WITH KOREAN AGRARIAN HERITAGE AND TRADITIONS
      4. A CASE STUDY: KIM-JANG, KIM-CHI COOKING
      5. CONCLUSION
    3. Chapter 12: Educational Robotics Meets Inquiry-Based Learning
      1. Executive Summary
      2. INTRODUCTION
      3. EDUCATIONAL ROBOTICS
      4. EDUCATIONAL ROBOTICS AT THE SCHOOL AT COLUMBIA UNIVERSITY (THE CASE)
      5. AFTER SCHOOL COMPETITIVE ROBOTICS AT THE SCHOOL
      6. EDUCATIONAL ROBOTICS MEETS INQUIRY BASED LEARNING
      7. AMAZING EVOLUTION FROM AN INQUIRY
      8. INQUIRY LEARNING CAPTURED ON ONLINE COLLABORATION SITE: EXAMPLE FROM A DANCE TEAM
      9. WORK IN PROGRESS: WHAT WE SAW AND WHAT WE EXPECT IN THE FUTURE
    4. Chapter 13: Making and Thinking Movies in the Science Classroom
      1. Executive Summary
      2. INTRODUCTION
      3. CRITICAL MEDIA LITERACY
      4. THIS IS TOO MUCH HASSLE, ISN’T IT?
      5. LIGHTS, CAMERA, ACTION?
      6. CONCLUSION
      7. FUTURE DIRECTIONS
      8. Appendix A
    5. Chapter 14: Getting to the Core
      1. Executive Summary
      2. INTRODUCTION
      3. BACKGROUND ON PEDAGOGICAL APPROACH
      4. METHODS
      5. INSTRUCTIONAL TECHNOLOGY
      6. ACTION RESEARCH QUESTION
      7. OUTCOMES
      8. RECOMMENDATIONS FOR ADAPTATIONS TO THIS COURSE
      9. CONCLUSION
    6. Chapter 15: Using Digital Stories in a College Level Course on Rocks and Minerals
      1. Executive Summary
      2. Introduction
      3. Course description
      4. Assessment
      5. Discussion: were the specific objectives met?
      6. Conclusion
      7. Appendix 1
      8. Appendix 2
      9. Appendix 3
      10. Appendix 4
  10. Section 4: Inquiry Problem Solving within STEM Classrooms
    1. Chapter 16: Cultivating Student-Teachers’ Problem-Solving Abilities by Promoting Utilization of Various Ways of Thinking through E-Learning and E-Portfolio Systems
      1. Executive Summary
      2. INTRODUCTION
      3. PURPOSE
      4. OVERVIEW OF THE INSTRUCTIONAL ACTIVITIES GAME SYSTEM
      5. COURSE OUTLINE
      6. LESSONS AND E-LEARNING MATERIALS FOR CULTIVATING VIEWS AND WAYS OF THINKING
      7. DEVELOPMENT OF THE E-PORTFOLIO SYSTEM
      8. FORMATIVE EVALUATION
      9. COURSE REVISION
      10. EFFECTS OF COURSE REVISIONS AND FUTURE PERSPECTIVES
    2. Chapter 17: Serious Educational Games (SEGs) and Student Learning and Engagement with Scientific Concepts
      1. Executive Summary
      2. Introduction
      3. Serious Educational Games
      4. Theoretical Research
      5. Implications for Classroom Instruction
    3. Chapter 18: LOGO and Elementary Mathematics Education in Portugal
      1. Executive Summary
      2. INTRODUCTION
      3. FIRST PART: A CASE STUDY ON THE APPLICATION OF LOGO IN ELEMENTARY SCHOOL
      4. RESULTS
      5. RESULTS
      6. SECOND PART: TEACHER TRAINING IN MATHEMATICS USING LOGO
      7. FINAL REFLECTION AND NEW IDEAS
    4. Chapter 19: An Interdisciplinary Exploration of the Climate Change Issue and Implications for Teaching STEM through Inquiry
      1. Executive Summary
      2. INTRODUCTION
      3. Background
      4. THREE CASES OF TEACHING STEM THROUGH INQUIRY
      5. METHODOLOGY
      6. FINDINGS
      7. DISCUSSION AND RECOMMENDATIONS
      8. SUMMARY
      9. FuTURE rESEARCH dIRECTIONS
      10. Conclusion
      11. APPENDIX A
      12. APPENDIX B
    5. Chapter 20: Teaching the Greenhouse Effect with Inquiry-Based Computer Simulations
      1. Executive Summary
      2. INTRODUCTION
      3. LITERATURE REVIEW
      4. CASE STUDY FOCUS AND RESEARCH QUESTIONS
      5. FINDINGS
      6. DISCUSSION
      7. IMPLICATIONS
      8. CONCLUSION
    6. Chapter 21: Visualizing Content for Computational Geometry Courses
      1. Executive Summary
      2. INTRODUCTION: MOTIVATION
      3. ENGAGING LEARNERS IN ACTIVE E-LEARNING
      4. COMPUTATIONAL GEOMETRY IN THE CLASSROOM
      5. EXPERIENCE GAINED AT THE UNIVERSITY OF ATHENS
      6. WHY PYTHON?
      7. RELATED WORK
      8. GNOSIS: A PROTOTYPE SYSTEM FOR COMPUTATIONAL GEOMETRY E-LEARNING CONTENT
      9. CLEAR SEPARATION OF ALGORITHMIC AND VISUAL OPERATIONS
      10. PEDAGOGICAL DESIGN
      11. INQUIRY-BASED LEARNING ON GNOSIS
      12. CONCLUSION
  11. Compilation of References
  12. About the Contributors
  13. Index