Brian R Belland
Biographic Data
| ID | 6640376 |
|---|---|
| NAME | Brian R Belland |
| GIVEN NAMES | Brian R |
| FAMILY NAME | Belland |
| SIGNATURE | BELLAND B R |
| AFFILIATIONS | Utah State University |
| ORCID | 0000-0002-8925-9152 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Transfer of responsibility from scaffolding to preservice early childhood teachers learning to debug
Playful programming, Social Resilience, and Persistent Actions as Drivers of Preservice Early Childhood Teachers’ Engagement in Computer Science
In this qualitative study, preservice early childhood education teachers created block-based code to control robots and used the robots in field experience at local preschools. The study is grounded in a conceptual framework that weaves together playful programing and resilience, interlocking concepts that can explain sustained engagement during times of challenge. We investigated how and why preservice early childhood teachers exhibit resilience…
Predicting high school students’ argumentation skill using information literacy and trace data
Strong information literacy, collaboration, and argumentation skill are essential to success in problem-based learning (PBL). Computer-based scaffolding can help students enhance these skills during PBL. In this study, we investigated predictors of the quality of arguments high school environmental science students wrote in support of their solutions to a PBL problem. Specifically, we used Bayesian regression to examine how information literacy, …
Using Process and Motivation Data to Predict the Quality With Which Preservice Teachers Debugged Higher and Lower Complexity Programs
Contribution: This study indicates that supporting debugging processes is a strong method to improve debugging outcome quality among preservice, early childhood education (ECE) teachers. Background: Central to preparing ECE teachers to teach computer science is helping them learn to debug. Little is known about how ECE teachers’ motivation and debugging process quality contributes to debugging outcome quality. Research Questions: How do debugging…
High school students’ agentic responses to modeling during problem-based learning
Strong information literacy, collaboration, and argumentation skills are essential to success in problem-based learning (PBL), and computer-based scaffolding plays a key role in helping students enhance these skills. As students search for information, identify root causes, and propose problem solutions, they are faced with choosing among alternatives that result in enhanced or diminished skill development. In this qualitative study, we use the a…
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has synthesized the results of these studies. This review addresses that need by synthesizing the results…
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses
A Framework for Designing Scaffolds That Improve Motivation and Cognition
A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based learning and scaffolding as one way to help, (c) how scaffolding has strayed from what was origina…
Our Students Deserve the Very Best
A Gray Day for Science Standards
Convention Scrapbook
A Case Study Gone Awry
Using Peer Feedback to Enhance the Quality of Student Online Postings
This study investigates the impact of peer feedback used as an instructional strategy to increase the quality of students’ online postings. While peer feedback has been demonstrated to support students’ learning in traditional classrooms, little is known about its efficacy in online discussions. To address this gap, we examined students’ perceptions of the value of giving and receiving peer feedback, specifically related to the quality of discuss…
Using Peer Feedback to Enhance the Quality of Student Online Postings
This study investigates the impact of peer feedback used as an instructional strategy to increase the quality of students’ online postings. While peer feedback has been demonstrated to support students’ learning in traditional classrooms, little is known about its efficacy in online discussions. To address this gap, we examined students’ perceptions of the value of giving and receiving peer feedback, specifically related to the quality of discuss…
A Case Study Gone Awry
Using Peer Feedback to Enhance the Quality of Student Online Postings
This study investigates the impact of peer feedback used as an instructional strategy to increase the quality of students’ online postings. While peer feedback has been demonstrated to support students’ learning in traditional classrooms, little is known about its efficacy in online discussions. To address this gap, we examined students’ perceptions of the value of giving and receiving peer feedback, specifically related to the quality of discuss…
Convention Scrapbook
A Case Study Gone Awry
A Gray Day for Science Standards
A Framework for Designing Scaffolds That Improve Motivation and Cognition
A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based learning and scaffolding as one way to help, (c) how scaffolding has strayed from what was origina…
Our Students Deserve the Very Best
Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
Computer-based scaffolding assists students as they generate solutions to complex problems, goals, or tasks, helping increase and integrate their higher order skills in the process. However, despite decades of research on scaffolding in STEM (science, technology, engineering, and mathematics) education, no existing comprehensive meta-analysis has synthesized the results of these studies. This review addresses that need by synthesizing the results…
High school students’ agentic responses to modeling during problem-based learning
Strong information literacy, collaboration, and argumentation skills are essential to success in problem-based learning (PBL), and computer-based scaffolding plays a key role in helping students enhance these skills. As students search for information, identify root causes, and propose problem solutions, they are faced with choosing among alternatives that result in enhanced or diminished skill development. In this qualitative study, we use the a…
Predicting high school students’ argumentation skill using information literacy and trace data
Strong information literacy, collaboration, and argumentation skill are essential to success in problem-based learning (PBL). Computer-based scaffolding can help students enhance these skills during PBL. In this study, we investigated predictors of the quality of arguments high school environmental science students wrote in support of their solutions to a PBL problem. Specifically, we used Bayesian regression to examine how information literacy, …
Using Process and Motivation Data to Predict the Quality With Which Preservice Teachers Debugged Higher and Lower Complexity Programs
Contribution: This study indicates that supporting debugging processes is a strong method to improve debugging outcome quality among preservice, early childhood education (ECE) teachers. Background: Central to preparing ECE teachers to teach computer science is helping them learn to debug. Little is known about how ECE teachers’ motivation and debugging process quality contributes to debugging outcome quality. Research Questions: How do debugging…
Transfer of responsibility from scaffolding to preservice early childhood teachers learning to debug
Playful programming, Social Resilience, and Persistent Actions as Drivers of Preservice Early Childhood Teachers’ Engagement in Computer Science
In this qualitative study, preservice early childhood education teachers created block-based code to control robots and used the robots in field experience at local preschools. The study is grounded in a conceptual framework that weaves together playful programing and resilience, interlocking concepts that can explain sustained engagement during times of challenge. We investigated how and why preservice early childhood teachers exhibit resilience…
Computer Science (12 works) · Mathematics education (12 works) · Psychology (12 works) · Innovative Teaching and Learning Methods (7 works) · Pedagogy (7 works) · Educational technology (4 works) · Cognition (3 works) · Education and Critical Thinking Development (3 works) · Medicine (3 works) · Multimedia (3 works)