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"Science -- Computer-assisted instruction"
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Intelligent support for computer science education : pedagogy enhanced by artificial intelligence
\"Intelligent Support for Computer Science Education presents the authors' research journey into the effectiveness of human tutoring, with the goal of developing educational technology that can be used to improve introductory Computer Science education at the undergraduate level. Nowadays, Computer Science education is central to the concerns of society, as attested by the penetration of information technology in all aspects of our lives; consequently, in the last few years interest in Computer Science at all levels of schooling, especially at the college level, has been flourishing. However, introductory concepts in Computer Science such as data structures and recursion are difficult for novices to grasp. This book will be of special interest to the Computer Science education community, specifically instructors of introductory courses at the college level, and Advanced Placement (AP) courses at the high school level. Additionally, all the authors' work is relevant to the Educational Technology community, especially to those working in Intelligent Tutoring Systems, their interfaces, and Educational Data Mining, in particular as applied to human-human pedagogical interactions and to user interaction with educational software\"-- Provided by publisher.
Book
Teaching Science Online
With the increasing focus on science education, growing attention is being paid to how science is taught. Educators in science and science-related disciplines are recognizing that distance delivery opens up new opportunities for delivering information, providing interactivity, collaborative opportunities and feedback, as well as for increasing access for students. This book presents the guidance of expert science educators from the US and from around the globe. They describe key concepts, delivery modes and emerging technologies, and offer models of practice. The book places particular emphasis on experimentation, lab and field work as they are fundamentally part of the education in most scientific disciplines. Chapters include:
Discipline methodology and teaching strategies in the specific areas of physics, biology, chemistry and earth sciences.
An overview of the important and appropriate learning technologies (ICTs) for each major science.
Best practices for establishing and maintaining a successful course online.
Insights and tips for handling practical components like laboratories and field work.
Coverage of breaking topics, including MOOCs, learning analytics, open educational resources and m-learning.
Strategies for engaging your students online.
eBook
Technology-Based Inquiry for Middle School
It just got easier to learn the ABCs of working with PDAs, CBLs, GPS systems, and other technology-based inquiry tools. The activities in this practical compendium-a collection of 27 articles published in Science Scope, NSTA's member journal for middle school teachers-will show you how.
eBook
Science Learning and Instruction
Science Learning and Instruction describes advances in understanding the nature of science learning and their implications for the design of science instruction. The authors show how design patterns, design principles, and professional development opportunities coalesce to create and sustain effective instruction in each primary scientific domain: earth science, life science, and physical science. Calling for more in depth and less fleeting coverage of science topics in order to accomplish knowledge integration, the book highlights the importance of designing the instructional materials, the examples that are introduced in each scientific domain, and the professional development that accompanies these materials. It argues that unless all these efforts are made simultaneously, educators cannot hope to improve science learning outcomes. The book also addresses how many policies, including curriculum, standards, guidelines, and standardized tests, work against the goal of integrative understanding, and discusses opportunities to rethink science education policies based on research findings from instruction that emphasizes such understanding.
eBook
Teaching history in the digital age
\" Although many humanities scholars have been talking and writing about the transition to the digital age for more than a decade, only in the last few years have we seen a convergence of the factors that make this transition possible: the spread of sufficient infrastructure on campuses, the creation of truly massive databases of humanities content, and a generation of students that has never known a world without easy Internet access. Teaching History in the Digital Age serves as a guide for practitioners on how to fruitfully employ the transformative changes of digital media in the research, writing, and teaching of history. T. Mills Kelly synthesizes more than two decades of research in digital history, offering practical advice on how to make best use of the results of this synthesis in the classroom and new ways of thinking about pedagogy in the digital humanities\"-- Provided by publisher.
Book
EFFECT OF COMPUTER-ASSISTED INSTRUCTION ON THE PERFORMANCE OF LIBRARY AND INFORMATION SCIENCE UNDERGRADUATES IN DELTA STATE UNIVERSITY, ABRAKA
This study investigated the effect of computer-assisted instruction on the performance of Library and Information Science undergraduates in Delta State University, Abraka. The study adopted a pretest-posttest control group quasi-experimental non-randomised research design. The population of the study comprised 467 undergraduates in the Department of Library and Information Science, Delta State University, Abraka. A total of132 students participated in the study. The instrument used for the study is a multiple-choice achievement test in LIS302 (Technical Services Division). The statistics that were used are mean, standard deviation, t-test and Analysis of Covariance (ANCOVA) at 0.05 level of significance. The findings revealed that there is a significant difference in the pre and post-test scores of students taught using computer-assisted instruction; that there is a significant difference in the post-test scores of students taught using computer-assisted instruction and those taught using traditional lecture method, and that there is no interaction effect between sex and teaching method in the post-test scores of students. Based on these findings, the researcher recommended amongst others that, Library and Information Science lecturers should adopt the use of computer-assisted instruction in the teaching of Library and Information Science so as to improve the overall academic performance of the students.
Journal Article