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ERIC Number: EJ1182414
Record Type: Journal
Publication Date: 2018-Aug
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-0145
EISSN: N/A
Available Date: N/A
Self Reflections of Undergraduate Students on Using Web-Supported Counterintuitive Science Demonstrations
Kumar, David Devraj; Dunn, Jessica
Journal of Science Education and Technology, v27 n4 p362-368 Aug 2018
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.
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.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A