Search results for: Lambert Judy
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This study examines changes in preservice elementary teachers’ concern and perceptions about climate change after participation in an intervention situated in an elementary science methods course. Framing was used as a guiding principle for the curriculum development. The findings indicate that the framing approach was successful in promoting more scientific perceptions about climate change. Finally, this study provides preliminary support for the value of providing a careful framing of the topic of climate change within the context of the science methods course.
Updated: Mar. 20, 2016
This article examines 21st century skills, nonlinear thinking skills, and the need for student reflection serve as an essential foundation for digital-age teaching of today’s hypertext learners. The authors discuss why preservice teachers need to use multimedia technologies within the context of students’ familiar, technology-rich living spaces to develop their own teaching skills and the technology skills of their students.
Updated: May. 04, 2009
Technology, Transfer and Teaching: The Impact of a Single Technology Course on Preservice Teachers’ Computer Attitudes and Ability
This paper reports on a year-long study conducted to examine the relationships between 62 preservice teachers’ perceived computer ability and attitudes toward computers. The two factors most associated with resistance to computers and the impact of a single technology course on these variables. Utilizing a pretest posttest group design, statistical analyses indicated that a single course greatly impacts perceived computer ability but not general computer attitudes.
Updated: Feb. 11, 2009