Basics of qualitative research: Grounded theory procedures and techniques

McKenney, S. (2012, 4-5 September). What is educational design research? Invited lecture for the Crossfield Graduate School at the University of St. Gallen, St. Gallen, Switzerland.

What is educational design research

This article reviews past empirical studies on the use of audio podcast (hereby referred to as podcast) in K-12 and higher education settings. Using the constant comparative method, this review is organized into three major research areas or topics: (a) participants’ podcast usage profile, (b) effects of podcast on learners’ outcomes, and (b) institutional aspects. Findings suggest that the most common use of podcasting is limited to either instructors distributing podcast recordings of lectures or supplementary materials for students to review subject material at their own time and place. A majority of the previous studies were descriptive, and were conducted in higher education and traditional course settings. Students generally enjoy using podcast, and tend to listen to the podcasts at home using desktop computers, rather than on the move (e.g., commuting to school) with a mobile device. Probably the main benefit of podcasting is that it allows students to listen to specific material that they missed or did not understand multiple times. The availability of podcast does not appear to encourage students to skip classes. We also discuss limitations of previous empirical studies, and provide some directions for future research related to the use of podcast in education settings.

Use of Audio Podcast in K-12 and Higher Education: A Review of Research Topics and Methodologies.

This synthesis is designed to provide insight into the most important issues involved in a large-scale implementation of inquiry-based learning (IBL). We will first turn to IBL itself by reflecting on (1) the definition of IBL and (2) examining the current state of the art of its implementation. Afterwards, we will move on to the implementation of IBL and look at its dissemination through resources, professional development, and the involvement of the context. Based on these theoretical reflections, we will develop a conceptual framework for the analysis of dissemination activities before briefly analyzing four exemplary projects. The aim of our analysis is to reflect on the various implementation strategies and raise awareness of the different ways of using and combining them. This synthesis will end with considerations about the framework and conclusions regarding needed future actions.

Implementation of inquiry-based learning in day-to-day teaching: a synthesis

Understanding audiences: Making public perceptions research matter to marine conservation

Recent research conducted on adults in the United States indicates low ocean literacy (Ocean Project, 2009b, 1999), but there is a dearth of peer-reviewed research on K-12 students’ ocean literacy. This paper presents two research studies that examined the ocean and environmental literacy of 464 K-12 students in five states. Like the majority of American adults, most of the student participants in these studies had low initial levels of ocean literacy. Both of these studies, while conducted with different populations of students, suggest that engagement in an ocean literacy-focused program may lead to higher ocean literacy and increased responsible environmental behaviors that help the ocean. The encouraging results of these studies, and their implications, are discussed in relation to the ocean literacy and environmental education communities and the critical need for further large scale and longitudinal empirical studies to support increased significance of ocean literacy in the United States.

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Recent Ocean Literacy Research in United States Public Schools: Results and Implications

This paper is based on an online graduate program for middle school science and mathematics teachers in Texas titled Integration of Science, Mathematics and Reflective Teaching (iSMART). Launching the program for its first cohort in fall 2010, the authors attempted to answer the following two questions in this paper: (a) How do the members of the iSMART design team and the first cohort of teacher participants define science and mathematics integration with similar and different emphases? and (b) How would these definitions and concerns impact the ongoing design of the program? The iSMART design team members and the participating cohort teachers had a shared view regarding the importance of integration and its possible impact on student motivation. The findings also revealed that the two groups showed some different points of emphasis in their definitions of integration. These issues will be addressed in the ongoing design of the program in the following three areas: (a) design of the second summer meeting activities, (b) greater emphasis on teacher as researcher and action research, and (c) administrative support for teacher collaboration.

Stepping into iSMART: Understanding Science–Mathematics Integration for Middle School Science and Mathematics Teachers

iSMART (Integration of Science, Mathematics, and Reflective Teaching) Program is an online science and mathematics integrated graduate program for middle school teachers across the state of Texas. As part of a large design-based research project, this paper describes the initial stages of the design process of the iSMART program for its first cohort in the fall of 2010 with a focus on program development. The paper begins with our theoretical perspective and rationale for our use of design-based research methodology. We then provide a review of literature on the integration of science and mathematics and the design of online learning environments. Next, we report on the decisions made by science and mathematics teacher educators in the early process of iSMART design as well as the online design components. Finally, we provide our plan for the continuous implementation and redesign of the program with the first cohort of 25 iSMART teachers.

Integrating to learn and learning to integrate: A case study of an online master's program on science–mathematics integration for middle school teachers

An important objective in science education is for students to understand the nature of science. Therefore, it is important that science textbooks, which are key resources in elementary science curricula, convey an accurate conception of the nature of science. This study examined first- to fifth-grade elementary science textbooks with regard to their presentations of the nature of science.

Brian Plankis

Papers

Recent Ocean Literacy Research in United States Public Schools: Results and Implications

Stepping into iSMART: Understanding Science–Mathematics Integration for Middle School Science and Mathematics Teachers

Integrating to learn and learning to integrate: A case study of an online master's program on science–mathematics integration for middle school teachers

How Do Elementary Science Textbooks Present the Nature of Science

Examining the effects of technology-infused issue investigations on high school students' environmental and ocean literacies