mendeley.bib

@inproceedings{Carlile1998,
abstract = {In response to the explosion in medical information, there have been considerable recent changes in medical curriculum development. The move to problem based learning (PBL) is, in part, a result of these changes. The Faculty of Medicine at the University of Sydney has exploited a WWW based intranet for the development, delivery, management and evaluation of it's problem based, graduate medical program (GMP). This system has been employed to develop the 72 medical problems that contribute to the first two years of the GMP. The activities of more than 400 members of the faculty have been coordinated using the intranet to develop the wide range of resources to support learning in the program. Daily management of the curriculum is also enabled using Web site posting of bulletins, e-mail and ongoing development of technology training. Coupled with the PBL problems is a formative assessment system that provides questions and feedback that cover the whole range of learning topics. Part of the student and staff evaluation is supported both informally and formally through the use of a 'Feedback' button on each web page and web delivered structured formal evaluations, respectively.},
author = {Carlile, Simon and Barnet, Stewart and Sefton, Ann and Uther, James},
booktitle = {International Journal of Medical Informatics},
doi = {10.1016/S1386-5056(98)00073-2},
file = {:home/ryan/.local/share/data/Mendeley Ltd./Mendeley Desktop/Downloaded/Carlile et al. - 1998 - Medical problem based learning supported by intranet technology A natural student centred approach.pdf:pdf},
issn = {13865056},
keywords = {Graduate medical program,Intranet,Problem based learning},
month = {jun},
number = {1-3},
pages = {225--233},
publisher = {Elsevier Sci Ireland Ltd},
title = {{Medical problem based learning supported by intranet technology: A natural student centred approach}},
volume = {50},
year = {1998}
}
@article{Morrison2004,
author = {Morrison, Jillian},
doi = {10.1016/s0140-6736(03)15298-1},
file = {:home/ryan/.local/share/data/Mendeley Ltd./Mendeley Desktop/Downloaded/Morrison - 2004 - Where now for problem based learning.pdf:pdf},
issn = {1474547X},
journal = {Lancet},
month = {jan},
number = {9403},
pages = {174},
title = {{Where now for problem based learning?}},
volume = {363},
year = {2004}
}
@article{Burguillo2010,
abstract = {This paper introduces a framework for using Game Theory tournaments as a base to implement Competition-based Learning (CnBL), together with other classical learning techniques, to motivate the students and increase their learning performance. The paper also presents a description of the learning activities performed along the past ten years of a course where, in five of them, Competition-based Learning has been used. Finally, the experience gained is described together with an analysis of the feedback obtained from the students' surveys. The good survey results, and their similarity along the years, suggest that the combination of game theory with the use of friendly competitions provides a strong motivation for students; helping to increase their performance. {\textcopyright} 2010 Elsevier Ltd. All rights reserved.},
author = {Burguillo, Juan C.},
doi = {10.1016/j.compedu.2010.02.018},
file = {:home/ryan/.local/share/data/Mendeley Ltd./Mendeley Desktop/Downloaded/Burguillo - 2010 - Using game theory and Competition-based Learning to stimulate student motivation and performance.pdf:pdf},
issn = {03601315},
journal = {Computers and Education},
keywords = {Competition-based Learning,Cooperative/collaborative learning,Improving classroom teaching,Teaching/learning strategies},
month = {sep},
number = {2},
pages = {566--575},
title = {{Using game theory and Competition-based Learning to stimulate student motivation and performance}},
volume = {55},
year = {2010}
}
@inproceedings{Michieletto2018,
abstract = {This paper presents a graduate course project based on a challenging industrial task as a way to learn basic concepts in robotics. The students had to face a simplified version of a task proposed as part of an European Competition. The general aim is to identify an object and place a manipulator in a certain target position with respect to it. Students have to use information provided by a stereo camera in order to guarantee a good pose estimation. The object is not placed in a fixed and predefined spot, but the pose can vary in a range within a maximum of 5 cm in position and 3 degrees in rotation on each direction. The learning objectives of both course and project are introduced and compared with the students' background. We discuss the solutions proposed by the students, together with the amount of time they and their instructors dedicated to solve the task. Answers to a survey have been collected and discussed in order to better evaluate the students' experience.},
author = {Michieletto, Stefano and Pagello, Enrico},
booktitle = {18th IEEE International Conference on Autonomous Robot Systems and Competitions, ICARSC 2018},
doi = {10.1109/ICARSC.2018.8374179},
file = {:home/ryan/.local/share/data/Mendeley Ltd./Mendeley Desktop/Downloaded/Michieletto, Pagello - 2018 - Competitions and industrial tasks as a way to learn basic concepts in robotics.pdf:pdf},
isbn = {9781538652213},
keywords = {Educational Robotics,Industrial Tasks,Industry 4.0,Project-Based Learning,ROS,Robotics Competitions},
month = {jun},
pages = {173--178},
publisher = {Institute of Electrical and Electronics Engineers Inc.},
title = {{Competitions and industrial tasks as a way to learn basic concepts in robotics}},
year = {2018}
}
@article{Blackstone2019,
author = {Blackstone, Bethany and Oldmixon, Elizabeth},
doi = {10.1080/15512169.2018.1447948},
file = {:home/ryan/.local/share/data/Mendeley Ltd./Mendeley Desktop/Downloaded/Blackstone, Oldmixon - 2019 - Specifications Grading in Political Science.pdf:pdf},
issn = {1551-2169},
journal = {Journal of Political Science Education},
month = {apr},
number = {2},
pages = {191--205},
title = {{Specifications Grading in Political Science}},
url = {https://www.tandfonline.com/doi/full/10.1080/15512169.2018.1447948},
volume = {15},
year = {2019}
}
@article{Passow2017,
author = {Passow, Honor J. and Passow, Christian H.},
doi = {10.1002/jee.20171},
issn = {10694730},
journal = {Journal of Engineering Education},
month = {jul},
number = {3},
pages = {475--526},
title = {{What Competencies Should Undergraduate Engineering Programs Emphasize? A Systematic Review}},
url = {http://doi.wiley.com/10.1002/jee.20171},
volume = {106},
year = {2017}
}
@article{Passow2012,
author = {Passow, Honor J.},
doi = {10.1002/j.2168-9830.2012.tb00043.x},
issn = {10694730},
journal = {Journal of Engineering Education},
month = {jan},
number = {1},
pages = {95--118},
title = {{Which ABET Competencies Do Engineering Graduates Find Most Important in their Work?}},
url = {http://doi.wiley.com/10.1002/j.2168-9830.2012.tb00043.x},
volume = {101},
year = {2012}
}
@article{Evans1993,
author = {Evans, D. L. and Beakley, G. C. and Crouch, P. E. and Yamaguchi, G. T.},
doi = {10.1002/j.2168-9830.1993.tb01075.x},
issn = {10694730},
journal = {Journal of Engineering Education},
month = {oct},
number = {4},
pages = {203--211},
title = {{Attributes of Engineering Graduates and Their Impact on Curriculum Design}},
url = {http://doi.wiley.com/10.1002/j.2168-9830.1993.tb01075.x},
volume = {82},
year = {1993}
}
@article{Cantonwine2000,
author = {Cantonwine, Emily},
doi = {10.1094/PHI-T-2014-1222-01},
issn = {19359411},
journal = {The Plant Health Instructor.},
month = {jan},
title = {{Creating an Active Learning Environment in the Laboratory with Prepared Slides}},
url = {https://www.apsnet.org/edcenter/instcomm/TeachingArticles/Pages/ActiveLearning.aspx},
year = {2000}
}
@article{Bot2005,
abstract = {This article describes an active learning method for the teaching of physical sciences and mathematics to engineers. After defining the challenges involved in the training of engineers, we shall describe the answers provided by our method, ‘learning by doing' (named ‘Apprentissage Par l'Action' in French), by introducing four key points: real-life simulation, the management of non-success, the result requirement and the different roles of the teachers. An assessment of this experience is carried out which emphasizes the factors paramount in the success of this pedagogical innovation. Similarities between our experience and other well-known methods such as problem-based learning, problem solving and, more generally, the concept of learning by doing coined by John Dewey in his philosophy of education, are mentioned.},
author = {Bot, Ludovic and Gossiaux, Pol-Bernard and Rauch, Carl-Philippe and Tabiou, Safouana},
doi = {10.1080/03043790512331313868},
issn = {0304-3797},
journal = {European Journal of Engineering Education},
keywords = {Active learning,Mathematics,Multidisciplinary approach,Physics,Professionalization of engineers,Scientific graduate education,‘Learning by doing'},
month = {mar},
number = {1},
pages = {105--119},
publisher = { Taylor {\&} Francis },
title = {{‘Learning by doing': a teaching method for active learning in scientific graduate education}},
url = {http://www.tandfonline.com/doi/abs/10.1080/03043790512331313868},
volume = {30},
year = {2005}
}
@article{Chaturvedi2011,
author = {Chaturvedi, Sushil|Prabhakaran, Ramamurthy|Yoon, Jaewan|Abdel-Salam, Tarek},
file = {:home/ryan/.local/share/data/Mendeley Ltd./Mendeley Desktop/Downloaded/Chaturvedi - 2011 - Engineering Laboratory Instruction in Virtual Environment--{\&}quoteLIVE{\&}quot.pdf:pdf},
issn = {EISSN-1941-1766},
journal = {Advances in Engineering Education},
keywords = {College Students,Comparative Analysis,Control Groups,Educational Technology,Engineering Education,Experimental Groups,Experiments,Hypothesis Testing,Laboratories,Likert Scales,Program Effectiveness,Qualitative Research,Relevance (Education),Statistical Analysis,Student Characteristics,Student Motivation,Student Surveys,Technology Uses in Education,Tests,Web Based Instruction},
number = {4},
publisher = {American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org},
title = {{Engineering Laboratory Instruction in Virtual Environment--"eLIVE".}},
url = {https://eric.ed.gov/?id=EJ1076106},
volume = {2},
year = {2011}
}
@article{Bolnick2019,
author = {Bolnick, Deborah A. and Smith, Rick W. A. and Fuentes, Agust{\'{i}}n},
doi = {10.1111/aman.13212},
file = {:home/ryan/.local/share/data/Mendeley Ltd./Mendeley Desktop/Downloaded/Bolnick, Smith, Fuentes - 2019 - How Academic Diversity Is Transforming Scientific Knowledge in Biological Anthropology.pdf:pdf},
issn = {00027294},
journal = {American Anthropologist},
month = {mar},
publisher = {John Wiley {\&} Sons, Ltd (10.1111)},
title = {{How Academic Diversity Is Transforming Scientific Knowledge in Biological Anthropology}},
url = {http://doi.wiley.com/10.1111/aman.13212},
year = {2019}
}
@article{Houseal2015,
author = {Houseal, Ana},
file = {:home/ryan/.local/share/data/Mendeley Ltd./Mendeley Desktop/Downloaded/Houseal - 2015 - A visual representation of threedimensional learning A tool for evaluating curriculum.pdf:pdf},
journal = {Science Scope},
number = {1},
pages = {58--62},
title = {{A visual representation of threedimensional learning: A tool for evaluating curriculum}},
url = {https://search.proquest.com/docview/1705483383?pq-origsite=gscholar},
volume = {39},
year = {2015}
}
@article{penuel2007,
author = {Penuel, William R and Riel, Margaret},
file = {:home/ryan/Downloads/003172170708800813.pdf:pdf},
journal = {Phi Delta Kappan},
number = {8},
pages = {611--615},
publisher = {SAGE Publications Sage CA: Los Angeles, CA},
title = {{The ‘new'science of networks and the challenge of school change}},
volume = {88},
year = {2007}
}
@article{coburn2012,
author = {Coburn, Cynthia E and Russell, Jennifer L and Kaufman, Julia Heath and Stein, Mary Kay},
file = {:home/ryan/Downloads/667699.pdf:pdf},
journal = {American Journal of Education},
number = {1},
pages = {137--182},
publisher = {University of Chicago Press Chicago, IL},
title = {{Supporting sustainability: Teachers' advice networks and ambitious instructional reform}},
volume = {119},
year = {2012}
}
@book{national2015,
author = {Council, National Research and Others},
file = {:home/ryan/Downloads/18802.pdf:pdf},
publisher = {National Academies Press},
title = {{Guide to implementing the next generation science standards}},
year = {2015}
}
@article{traphagen2014,
author = {Traphagen, Kathleen and Traill, Saskia},
file = {:home/ryan/Downloads/STEM{\_}ECOSYSTEMS{\_}REPORT{\_}EXECSUM{\_}140128.pdf:pdf},
journal = {Los Altos, CA: Noyce Foundation},
title = {{How cross-sector collaborations are advancing STEM learning}},
year = {2014}
}
@book{national2009learning,
author = {Council, National Research and Others},
file = {:home/ryan/Downloads/learningScience{\_}inInforalSetting.pdf:pdf},
publisher = {National Academies Press},
title = {{Learning science in informal environments: People, places, and pursuits}},
year = {2009}
}
@article{Services2002,
author = {Services, Institute of Museum},
file = {:home/ryan/Downloads/TrueNeedsTruePartners98Highlights.pdf:pdf},
title = {{True Needs, True Partners: Museum Serving Schools}},
url = {https://www.imls.gov/assets/1/AssetManager/TrueNeedsTruePartners98Highlights.pdf},
year = {2002}
}
@article{Coburn2012,
abstract = {Scaling up instructional improvement remains a central challenge for school systems. While existing research suggests that teachers' social networks play a crucial role, we know little about what dimensions of teachers' social networks matter for sustainability. Drawing from a longitudinal study of the scale-up of mathematics reform, we use qualitative social network analysis and qualitative comparative analysis (QCA) to investigate the relationship between teachers' social networks and sustainability. Teachers' social networks in the first 2 years of the initiative influenced their ability to sustain reform-related instructional approaches after supports for reform were withdrawn. Social networks with combinations of strong ties, high-depth interaction, and high expertise enabled teachers to adjust instruction to new conditions while maintaining the core pedagogical approach. This research contributes to our understanding of the dynamics of sustainability and to social network theory and research.},
author = {Coburn, Cynthia E. and Russell, Jennifer L. and Kaufman, Julia Heath and Stein, Mary Kay},
doi = {10.1086/667699},
issn = {0195-6744},
journal = {American Journal of Education},
month = {nov},
number = {1},
pages = {137--182},
publisher = { University of Chicago Press Chicago, IL },
title = {{Supporting Sustainability: Teachers' Advice Networks and Ambitious Instructional Reform}},
url = {https://www.journals.uchicago.edu/doi/10.1086/667699},
volume = {119},
year = {2012}
}
@article{Krajcik2014,
abstract = {AbstractThe National Research Council's Framework for K-12 Science Education and the Next Generation Science Standards (NGSS Lead States in Next Generation Science Standards: For states, by states. The National Academies Press, Washington, 2013) move teaching away from covering many isolated facts to a focus on a smaller number of disciplinary core ideas (DCIs) and crosscutting concepts that can be used to explain phenomena and solve problems by engaging in science and engineering practices. The NGSS present standards as knowledge-in-use by expressing them as performance expectations (PEs) that integrate all three dimensions from the Framework for K-12 Science Education. This integration of core ideas, practices, and crosscutting concepts is referred to as three-dimensional learning (NRC in Division of Behavioral and Social Sciences and Education. The National Academies Press, Washington, 2014). PEs state what students can be assessed on at the end of grade level for K-5 and at the end of grade band for 6...},
author = {Krajcik, Joseph and Codere, Susan and Dahsah, Chanyah and Bayer, Renee and Mun, Kongju},
doi = {10.1007/s10972-014-9383-2},
file = {:home/ryan/Downloads/18802.pdf:pdf},
issn = {1046-560X},
journal = {Journal of Science Teacher Education},
keywords = {Crosscutting concepts,Disciplinary core ideas,Framework for K-12 Science Education,Next Generation Science Standards,Performance expectations,Science and engineering practices},
month = {apr},
number = {2},
pages = {157--175},
publisher = {Routledge},
title = {{Planning Instruction to Meet the Intent of the Next Generation Science Standards}},
url = {https://www.tandfonline.com/doi/full/10.1007/s10972-014-9383-2},
volume = {25},
year = {2014}
}
@article{Karplus1977,
author = {Karplus, Robert and Butts, David P.},
doi = {10.1002/tea.3660140212},
issn = {0022-4308},
journal = {Journal of Research in Science Teaching},
month = {mar},
number = {2},
pages = {169--175},
title = {{Science teaching and the development of reasoning}},
url = {http://doi.wiley.com/10.1002/tea.3660140212},
volume = {14},
year = {1977}
}
@article{Haag2015,
author = {Haag, Susan and Megowan, Colleen},
doi = {10.1111/ssm.12145},
file = {:home/ryan/.local/share/data/Mendeley Ltd./Mendeley Desktop/Downloaded/Haag, Megowan - 2015 - Next Generation Science Standards A National Mixed-Methods Study on Teacher Readiness.pdf:pdf},
issn = {00366803},
journal = {School Science and Mathematics},
keywords = {curriculum,curriculum development,mixed‐methods study,professional development,science/science education,teacher education},
month = {dec},
number = {8},
pages = {416--426},
publisher = {John Wiley {\&} Sons, Ltd (10.1111)},
title = {{Next Generation Science Standards: A National Mixed-Methods Study on Teacher Readiness}},
url = {http://doi.wiley.com/10.1111/ssm.12145},
volume = {115},
year = {2015}
}
@techreport{Mcdonald2015,
author = {Mcdonald, James},
file = {:home/ryan/.local/share/data/Mendeley Ltd./Mendeley Desktop/Downloaded/Mcdonald - 2015 - The Next Generation Science Standards Impact on College Science Teaching.pdf:pdf},
number = {1},
pages = {13},
title = {{The Next Generation Science Standards: Impact on College Science Teaching}},
url = {www.flinnsci.com},
volume = {45},
year = {2015}
}
@article{Pruitt2014,
abstract = {AbstractBeginning in January of 2010, the Carnegie Corporation of New York funded a two-step process to develop a new set of state developed science standards intended to prepare students for college and career readiness in science. These new internationally benchmarked science standards, the Next Generation Science Standards (NGSS) were completed in April of 2013. From his perspective as the coordinator of the development of the NGSS, the author discusses the background regarding the development, key features and some of the challenges ahead in implementing the NGSS.},
author = {Pruitt, Stephen L.},
doi = {10.1007/s10972-014-9385-0},
file = {:home/ryan/Downloads/The Next Generation Science Standards The Features and Challenges.pdf:pdf},
issn = {1046-560X},
journal = {Journal of Science Teacher Education},
keywords = {A Framework for K-12 Science Education,Next Generation Science Standards,Science education,Standards},
month = {apr},
number = {2},
pages = {145--156},
publisher = {Routledge},
title = {{The Next Generation Science Standards: The Features and Challenges}},
url = {https://www.tandfonline.com/doi/full/10.1007/s10972-014-9385-0},
volume = {25},
year = {2014}
}
@article{Bybee2014,
abstract = {AbstractThis article centers on the Next Generation Science Standards (NGSS) and their implications for teacher development, particularly at the undergraduate level. After an introduction to NGSS and the influence of standards in the educational system, the article addresses specific educational shifts—interconnecting science and engineering practices, disciplinary core ideas, crosscutting concepts; recognizing learning progressions; including engineering; addressing the nature of science, coordinating with Common Core State Standards. The article continues with a general discussion of reforming teacher education programs and a concluding discussion of basic competencies and personal qualities of effective science teachers.},
author = {Bybee, Rodger W.},
doi = {10.1007/s10972-014-9381-4},
file = {:home/ryan/Downloads/NGSS and the Next Generation of Science Teachers.pdf:pdf},
issn = {1046-560X},
journal = {Journal of Science Teacher Education},
keywords = {Common Core State Standards,Educational shifts,Learning progressions,Nature of science,Next Generation Science Standards (NGSS),Three dimensions},
month = {apr},
number = {2},
pages = {211--221},
publisher = {Routledge},
title = {{NGSS and the Next Generation of Science Teachers}},
url = {https://www.tandfonline.com/doi/full/10.1007/s10972-014-9381-4},
volume = {25},
year = {2014}
}
@article{Duschl2014,
abstract = {The shift from science inquiry to science practices as recommended in the US reports A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas and the Next Generation Science Standards has implications for classroom/school level instruction and assessment practices and, therefore, for teacher's professional development. We explore some of these implications and the nuances of adopting a practice orientation for science education through the lens of one NGSS practice ‘Planning and Carrying Out Investigations' (PCOI). We argue that a focus on any one practice must necessarily consider embracing a ‘suite of practices' approach to guide in the design of the curriculum, instruction, assessment, and evaluation. We introduce the 5D model as a curriculum and instruction framework (1) to examine how unpacking PCOI can help teachers bridge to other less-familiar-to-teachers NGSS practices and (2) to help capture the ‘struggle' of doing science by problematizing and unpacking for students the 5D component elements of measurement and observation. 1. Deciding what and how to measure, observe, and sample; 2. Developing or selecting procedures/tools to measure and collect data; 3. Documenting and systematically recording results and observations; 4. Devising representations for structuring data and patterns of observations; and 5. Determining if (1) the data are good (valid and reliable) and can be used as evidence, (2) additional or new data are needed, or (3) a new investigation design or set of measurements are needed. Our hypothesis is that the 5D model provides struggle type experiences for students to acquire not only conceptual, procedural and epistemic knowledge but also to attain desired ‘knowledge problematic' images of the nature of science. Additionally, we further contend that PCOI is a more familiar professional development context for teachers wherein the 5D approach can help bridge the gap between the less familiar and the more complex practices such as building and refining models and explanations.},
author = {Duschl, Richard A and Bybee, Rodger W},
doi = {10.1186/s40594-014-0012-6},
file = {:home/ryan/.local/share/data/Mendeley Ltd./Mendeley Desktop/Downloaded/Duschl, Bybee - 2014 - Planning and carrying out investigations an entry to learning and to teacher professional development around NGSS.pdf:pdf},
issn = {2196-7822},
journal = {International Journal of STEM Education},
keywords = {Educational Technology,Mathematics Education,Science Education},
month = {dec},
number = {1},
pages = {12},
publisher = {Nature Publishing Group},
title = {{Planning and carrying out investigations: an entry to learning and to teacher professional development around NGSS science and engineering practices}},
url = {http://www.stemeducationjournal.com/content/1/1/12},
volume = {1},
year = {2014}
}
@article{Conrad2017,
author = {Conrad, Susan},
doi = {10.1002/jee.20161},
file = {:home/ryan/Downloads/Conrad-2017-Journal{\_}of{\_}Engineering{\_}Education.pdf:pdf},
issn = {1069-4730},
journal = {Journal of Engineering Education},
month = {apr},
number = {2},
pages = {191--217},
title = {{A Comparison of Practitioner and Student Writing in Civil Engineering}},
url = {https://onlinelibrary.wiley.com/doi/abs/10.1002/jee.20161},
volume = {106},
year = {2017}
}
@article{Lillis2001,
abstract = {In this paper, we focus on the 'problem' of student writing in higher education. We set out to explore this problem from two perspectives: first, from the perspective of 'non-traditional' student-writers as they attempt to engage in academic writing and, second, from the perspective of a cultural-historical tradition of scientific rationality. A common frame of reference for these perspectives we see as a 'discourse of transparency', whereby language is treated as ideally transparent and autonomous. We illustrate how this discourse of transparency is currently enacted and historically situated. We argue that current academic practices need to be located within a broader historical and epistemological framework both in order to reach a deeper understanding about what's involved in student writing and in order to inform meaningful pedagogies.},
author = {Lillis, Theresa and Turner, Joan},
doi = {10.1080/13562510020029608},
file = {:home/ryan/.local/share/data/Mendeley Ltd./Mendeley Desktop/Downloaded/Lillis, Turner - 2001 - Student Writing in Higher Education Contemporary confusion, traditional concerns.pdf:pdf},
issn = {1356-2517},
journal = {Teaching in Higher Education},
month = {jan},
number = {1},
pages = {57--68},
publisher = {Informa UK Limited},
title = {{Student Writing in Higher Education: Contemporary confusion, traditional concerns}},
volume = {6},
year = {2001}
}
@article{penuel2007,
author = {Penuel, William R and Riel, Margaret},
file = {:home/ryan/Downloads/003172170708800813.pdf:pdf},
journal = {Phi Delta Kappan},
number = {8},
pages = {611--615},
publisher = {SAGE Publications Sage CA: Los Angeles, CA},
title = {{The ‘new'science of networks and the challenge of school change}},
volume = {88},
year = {2007}
}