Kevin W McElhaney
Dados Biográficos
| ID | 9512362 |
|---|---|
| NOME | Kevin W McElhaney |
| PRENOMES | Kevin W |
| SOBRENOME | McElhaney |
| ASSINATURA | MCELHANEY K W |
| AFILIAÇÕES | Learning Sciences Research Digital Promise San Mateo California USA |
| ORCID | 0000-0002-7268-4304 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2022 |
| ÍNDICE H | 0 |
Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit
Contemporary science education frameworks identify computational thinking as an essential science and engineering practice that supports scientific sense‐making and engineering design. Despite national emphasis on teaching science, engineering, and computational thinking (NGSS Lead States, 2013), little research has investigated the ways that elementary teachers support students to engage in science and engineering practices (SEPs) within integra…
The role of collective sensemaking and science curriculum development within a research–practice partnership
This study examines how researchers can better understand the instructional and practical realities of teachers through collective sensemaking. Traditional approaches to curriculum design engage learning models without accounting for the needed flexibility of teachers. This approach has resulted in tension and gatekeeping—inhibiting the implementation of curriculum. Teachers are often considered relatively autonomous; however, this study sheds li…
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The role of collective sensemaking and science curriculum development within a research–practice partnership
This study examines how researchers can better understand the instructional and practical realities of teachers through collective sensemaking. Traditional approaches to curriculum design engage learning models without accounting for the needed flexibility of teachers. This approach has resulted in tension and gatekeeping—inhibiting the implementation of curriculum. Teachers are often considered relatively autonomous; however, this study sheds li…
Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit
Contemporary science education frameworks identify computational thinking as an essential science and engineering practice that supports scientific sense‐making and engineering design. Despite national emphasis on teaching science, engineering, and computational thinking (NGSS Lead States, 2013), little research has investigated the ways that elementary teachers support students to engage in science and engineering practices (SEPs) within integra…
Computer Science (2 obras) · Curriculum (2 obras) · Engineering (2 obras) · Innovative Teaching and Learning Methods (2 obras) · Mathematics education (2 obras) · Pedagogy (2 obras) · Psychology (2 obras) · Autonomy (1 obras) · Computational Thinking (1 obras) · Construct (python library) (1 obras)