Randy L Bell
Biographic Data
| ID | 7830559 |
|---|---|
| NAME | Randy L Bell |
| GIVEN NAMES | Randy L |
| FAMILY NAME | Bell |
| SIGNATURE | BELL R L |
| AFFILIATIONS | University of Virginia |
| ORCID | 0000-0002-6212-9884 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years
The beginning years of a teacher's career are among the most challenging and complex. Content-specific induction programmes can help teachers navigate these early years of teaching and build their instructional practices. Although there is growing interest in studying new teachers’ reform-based instruction, little is known about new science teachers’ implementation of science process skills, inquiry, and problem-based learning (PBL). The purpose …
The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction
Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment …
Computer Simulations to Support Science Instruction and Learning
Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studi…
Regulating Positive and Negative Emotions in Daily Life
The present study examined how people regulate their emotions in daily life and how such regulation is related to their daily affective experience and psychological adjustment. Each day for an average of 3 weeks, participants described how they had regulated their emotions in terms of the reappraisal and suppression (inhibiting the expression) of positive and negative emotions, and they described their emotional experience, self‐esteem, and psych…
Views of nature of science questionnaire
Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K–12) science education. Since the early 1960s, major efforts have been undertaken to enhance K–12 students and science teachers' NOS views. However, the crucial component of assessing learners' NOS views remains an issue in research on NOS. This article aims to (a) trace the development of a new open‐e…
Pre‐service teachers’ understanding and teaching of nature of science
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Pre‐service teachers’ understanding and teaching of nature of science
Views of nature of science questionnaire
Helping students develop informed views of nature of science (NOS) has been and continues to be a central goal for kindergarten through Grade 12 (K–12) science education. Since the early 1960s, major efforts have been undertaken to enhance K–12 students and science teachers' NOS views. However, the crucial component of assessing learners' NOS views remains an issue in research on NOS. This article aims to (a) trace the development of a new open‐e…
Regulating Positive and Negative Emotions in Daily Life
The present study examined how people regulate their emotions in daily life and how such regulation is related to their daily affective experience and psychological adjustment. Each day for an average of 3 weeks, participants described how they had regulated their emotions in terms of the reappraisal and suppression (inhibiting the expression) of positive and negative emotions, and they described their emotional experience, self‐esteem, and psych…
Computer Simulations to Support Science Instruction and Learning
Researchers have explored the effectiveness of computer simulations for supporting science teaching and learning during the past four decades. The purpose of this paper is to provide a comprehensive, critical review of the literature on the impact of computer simulations on science teaching and learning, with the goal of summarizing what is currently known and providing guidance for future research. We report on the outcomes of 61 empirical studi…
The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction
Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment …
Beginning secondary science teachers’ implementation of process skills, inquiry, and problem-based learning during the induction years
The beginning years of a teacher's career are among the most challenging and complex. Content-specific induction programmes can help teachers navigate these early years of teaching and build their instructional practices. Although there is growing interest in studying new teachers’ reform-based instruction, little is known about new science teachers’ implementation of science process skills, inquiry, and problem-based learning (PBL). The purpose …
Mathematics education (6 works) · Psychology (6 works) · Science education (6 works) · Pedagogy (5 works) · Computer Science (3 works) · Nature of Science (3 works) · Science Education and Pedagogy (3 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · Educational technology (2 works)