Raymond J Chastain
Datos Biográficos
| ID | 2749023 |
|---|---|
| NOMBRE | Raymond J Chastain |
| NOMBRES | Raymond J |
| APELLIDO | Chastain |
| FIRMA | CHASTAIN R J |
| AFILIACIONES | University of Louisville |
| ORCID | 0009-0009-2741-3757 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2023 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
“A Kicked Abandoned Dog”
Flipping a simulation before instruction can improve students' learning, interest and perceived competence
BACKGROUND: Using simulations in science instruction can help make abstract topics more concrete and boost students' understanding. AIMS: The current research examined whether using a simulation as an exploratory learning activity before an accompanying lecture has additional learning and motivational benefits compared to a more common lecture-then-simulation approach. SAMPLES: Participants (Experiment 1, N = 168; Experiment 2, N = 357) were unde…
Bringing exploratory learning online
STEM undergraduate instructors teaching remote courses often use traditional lecture-based instruction, despite evidence that active learning methods improve student engagement and learning outcomes. One simple way to use active learning online is to incorporate exploratory learning. In exploratory learning, students explore a novel activity (e.g., problem solving) before a lecture on the underlying concepts and procedures. This method has been s…
Designing novel activities before instruction
BackgroundIn exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always.AimsThe current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features.SamplesUndergraduate physics students (Exp…
Designing novel activities before instruction
BackgroundIn exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always.AimsThe current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features.SamplesUndergraduate physics students (Exp…
Bringing exploratory learning online
STEM undergraduate instructors teaching remote courses often use traditional lecture-based instruction, despite evidence that active learning methods improve student engagement and learning outcomes. One simple way to use active learning online is to incorporate exploratory learning. In exploratory learning, students explore a novel activity (e.g., problem solving) before a lecture on the underlying concepts and procedures. This method has been s…
Designing novel activities before instruction
BackgroundIn exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always.AimsThe current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features.SamplesUndergraduate physics students (Exp…
Flipping a simulation before instruction can improve students' learning, interest and perceived competence
BACKGROUND: Using simulations in science instruction can help make abstract topics more concrete and boost students' understanding. AIMS: The current research examined whether using a simulation as an exploratory learning activity before an accompanying lecture has additional learning and motivational benefits compared to a more common lecture-then-simulation approach. SAMPLES: Participants (Experiment 1, N = 168; Experiment 2, N = 357) were unde…
“A Kicked Abandoned Dog”
Exploratory research (3 obras) · Mathematics education (3 obras) · Psychology (3 obras) · Cognition (2 obras) · Computer Science (2 obras) · Innovative Teaching and Learning Methods (2 obras) · Innovative Teaching Methods (2 obras) · Science Education and Pedagogy (2 obras) · Academic Freedom and Politics (1 obras) · Artificial Intelligence (1 obras)