Technology Engineering in Science Education: Where Instructional Challenges Interface Nonconforming Productivity to Increase Retention, Enhance Transfer, and Maximize Student Learning

Vol. 9 No. 2

Year: 2012

 Issue: July-September

Title	: Technology Engineering in Science Education: Where Instructional Challenges Interface Nonconforming Productivity to Increase Retention, Enhance Transfer, and Maximize Student Learning
Author Name	: James E. Osler II, Gail Hollowell, Stacy M. Nichols
Synopsis	:
Technology Engineering is an innovative component of a much larger arena of teaching that effectively uses interactive technology as a method of enhancing learning and the learning environment. Using this method to teach science and math content empowers the teacher and enhances the curriculum as the classroom becomes more efficient and effective.  Although the most modern technology—enhanced content is available for classroom deployment, this study suggests that various challenges arise that can delay a fully productive and successful integration of technology in the science classroom. In this study, seven urban school science teachers, incorporated technology—enhanced inquiry—based modules into their lesson plans to determine the overall effectiveness of technology integration in their classrooms.  This paper examines how Technology Engineering helps students to understand scientific phenomena, despite hindrances within the instructional environment.

Worked Examples Leads to Better Performance in Analyzing and Solving Real-life Decision Cases

Vol. 9 No. 2

Year: 2012

 Issue: July-September

Title	: Worked Examples Leads to Better Performance in Analyzing and Solving Real-life Decision Cases
Author Name	: Yasemin Demiraslan Cevik, Thomas Andre
Synopsis	:
This study compared the impact of three types of case-based methods (worked example, faded worked example, and case-based reasoning) on preservice teachers’ (n=71) decision making and reasoning related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three major approaches to case-based learning. Specifically, this study focused on analyzing students’ open-ended responses to classroom management problems presented during instruction using one of these methods. The results showed the worked example group, compared to the case-based reasoning and faded worked example groups, consistently performed better on analyzing cases and solving problem cases related to classroom management.