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Themes in Science and Technology Education
   [4 followers]  Follow    
  This is an Open Access Journal Open Access journal
     ISSN (Print) 1792-8788 - ISSN (Online) 1792-8788
     Published by University of Ioannina Homepage  [1 journal]
  • Technology integration in K-12 science classrooms: An analysis of barriers
           and implications

    • Authors: Richard P. Hechter, Laurie Anne Vermette
      Abstract: This paper examines the barriers to technology integration for Manitoban K-12 inservice science educators (n = 430) based on a 10-item online survey; results are analyzed according to teaching stream using the Technology, Pedagogy, and Content Knowledge (TPACK) framework. Quantitative descriptive statistics indicated that the leading barriers experienced by all teachers are inadequate: access; time; resources; training; budget; and support. Upon further examination, Middle Years and Senior Years teachers are considerably more likely to report that access and time hinder technology integration than their Early Years counterparts. Nearly 80% of all teachers remarked that technology was available to them, but about one quarter of respondents expressed frustration about the barriers that hinder effective technology integration in their classrooms. Implications of this study inform school division teacher support programs and planning, inservice professional development opportunities, and preservice teacher education.
      PubDate: 2013-10-07
      Issue No: Vol. 6 (2013)
  • The effect of representations on difficulty perception and learning of the
           physical concept of pressure

    • Authors: David M. J. Corradi, Christophe De Jaegher, Norma A. Juarez-Collazo, Jan Elen, Geraldine Clarebout
      Abstract: Previous research indicates that when learners divide their attention over different sources of information (representations), learners perceive the information as more difficult and have a harder time increasing their understanding. This can be overcome by integrating representations. In this research, using 85 participants, we hypothesized that integrated representations of physics would be perceived as less difficult. Repeated measures MANOVA showed a significant interaction effect between results on the learning tasks and the perceived difficulty questionnaire. Results are discussed in the context of the performance evaluation effect that can occur in more ecologically valid settings.
      PubDate: 2013-10-07
      Issue No: Vol. 6 (2013)
  • Stereoscopic perception of women in real and virtual environments: A study
           towards educational neuroscience

    • Authors: Georgios K. Zacharis, Tassos A. Mikropoulos, Chryssi Priovolou
      Abstract: Previous studies report the involvement of specific brain activation in stereoscopic vision and the perception of depth information. This work presents the first comparative results of adult women on the effects of stereoscopic perception in three different static environments; a real, a two dimensional (2D) and a stereoscopic three dimensional (3D), all with the same content. Electric brain activity of 36 female students was analyzed at θ, α, β and γ frequency bands. Results in alpha rhythm as well as alpha desynchronization showed that the topology of cerebral activity is the same in the three environments. The participants experienced three similar and non-demanding environments without specific memory requirements and information encoding. Statistical differences in theta activity showed that the real and 3D environments caused similar cognitive processes, while the 2D caused an increase of anxiety indicating that perhaps participants were looking for the third dimension. Beta and gamma activity showed that participants perceived the third dimension of the stereoscopic environment as in the real one, something that did not happen in the 2D environment. Our findings indicate that stereoscopic 3D virtual environments seem to approximate the real ones as far as it regards the cognitive processes they cause. Three dimensional stereoscopic environments increase users’ attention over the 2D and cause less mental effort. These experimental results support the new field of educational neuroscience and its potential to the design of digital learning environments.
      PubDate: 2013-10-07
      Issue No: Vol. 6 (2013)
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