Eric Wiebe

Biographic Data

ID5742487
NAMEEric Wiebe
GIVEN NAMESEric
FAMILY NAMEWiebe
SIGNATUREWIEBE E
AFFILIATIONSNorth Carolina State University
ORCID0000-0002-5920-5225
VERIFIEDYes
TOTAL WORKS7
TOTAL CITATIONS1
WORKS AS AUTHOR7
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2004
LATEST PUBLICATION YEAR2023
H-INDEX1

  • Exploring middle school students' interests in computationally intensive science careers

    Open AccessArif Rachmatullah, Eric Wiebe et al.ARTICLEScience Education2023

    Computationally intensive science (CIS)‐related disciplines and careers are predicted to be among the cutting‐edge fields and high‐demand jobs. Such disciplines and careers demand expertise in both traditional scientific knowledge and computer science (CS)‐related understanding and skills. Preparing educational systems for developing interest and abilities for such career paths require a new set of research tools. In this study, we developed and …

  • Building a computational model of food webs

    Open AccessArif Rachmatullah, Eric Wiebe et al.ARTICLEJournal of Research in Science…2022

    Integral to fostering computational thinking (CT) skills, which are increasingly essential in today's digital era, has been the shift of paper‐based pictorial modeling activities to computational modeling. Research has indicated that modeling activities can advance students' understanding of a system's mechanism (i.e., systems thinking), such as an ecosystem. The current study examines the impacts of paper‐based pictorial and computational modeli…

  • Co-teaching with an immersive digital game

    Open AccessKaren Mutch‐Jones, Danielle C Boulden et al.ARTICLEEducational Technology Research…2021

  • The Code-Centric Nature of Computational Thinking Education

    Open AccessVance Kite, Soonhye Park et al.ARTICLESAGE Open2021

    Computational thinking (CT) is being recognized as a critical component of student success in the digital era. Many contend that integrating CT into core curricula is the surest method for providing all students with access to CT. However, the CT community lacks an agreed-upon conceptualization of CT that would facilitate this integration, and little effort has been made to critically analyze and synthesize research on CT/content integration (CTC…

  • Moocs From the Viewpoint of the Learner

    Open AccessEric Wiebe, Isaac Thompson et al.ARTICLEEducational Researcher2015Cited by: 1References: 9

    This response to Perna et al. provides an alternate approach to research on massive open online courses (MOOCs). We argue that a student-centered, theory-driven conceptualization and methodological approaches allow us to move beyond descriptive statistics and into a deeper understanding of MOOC learners. Examples using a teacher development MOOC are presented

  • The viability of crowdsourcing for survey research

    Open AccessTara S Behrend, David Sharek et al.ARTICLEBehavior Research Methods2011

    Online contract labor portals (i.e., crowdsourcing) have recently emerged as attractive alternatives to university participant pools for the purposes of collecting survey data for behavioral research. However, prior research has not provided a thorough examination of crowdsourced data for organizational psychology research. We found that, as compared with a traditional university participant pool, crowdsourcing respondents were older, were more e…

  • Teaching Genre to English First-Language Adults

    Michael Carter, Miriam Ferzli et al.ARTICLEResearch in the Teaching of English2004

    The question of whether written genres can be learned through explicit teaching or can only be acquired implicitly through writing in authentic contexts remains unanswered. The question is complicated by the different parameters associated with teaching genre to first- or second-language learners, to children or adults, in settings in which the genre is authentically used or in settings (such as writing classes) in which genre learning is deconte…