Daniel K Capps
Dados Biográficos
| ID | 6553099 |
|---|---|
| NOME | Daniel K Capps |
| PRENOMES | Daniel K |
| SOBRENOME | Capps |
| ASSINATURA | CAPPS D K |
| AFILIAÇÕES | University of Georgia |
| ORCID | 0000-0002-2017-9218 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
The Epistemic Generativity of Using a Model of a Big Idea
Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in reciprocal directions denoted as developing models and using models. In the former, a model structure is shaped from experience. In the latter, experience is shaped by a model structure. Focusing on this la…
‘If you wanted to take this model and throw nitrogen at it, it would fit’
The literature on scientific modelling practices in science education has provided a fruitful discussion on how learners tend to view models vs. how and what they should think about them. One approach is to teach students that models are abstractions so that they do not view them as a copy of phenomena they represent. Although teaching students that models are abstractions is a successful strategy in modelling instruction, we still do not know ho…
Preservice science teachers’ self-regulation of teaching while planning and enacting classroom questions
This multi-case study investigated preservice science teachers' (PSTs) self-regulation of teaching. The participants were three secondary PSTs representing high, intermediate, and low abilities in self-regulated learning. The data came from classroom materials, classroom observations, classroom audio recordings, and semi-structured interviews. Findings showed that all three PSTs aimed for more student engagement in answering classroom questions, …
Moving beyond the model as a copy problem
An important research objective in modelling instruction is defining what students should learn about the model-referent relationship, as when unguided, they tend to errantly think of models as literal interpretations of their referents. Restating this problem we say students should learn about structure-preserving transformations between models and referents; including: what gets transformed, how it is transformed, and directions of information …
Inquiry-Based Instruction and Teaching About Nature of Science
Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the teaching practice and views of inquiry and NOS of 26, well-qualified and highly motivated 5th–9th-grade …
A Review of Empirical Literature on Inquiry Professional Development
This review brings together the literature on inquiry-based teaching and learning and science teacher professional development (PD). We present a targeted critical review of research focused specifically on the nature of PD programs purported to emphasize inquiry. Our review analyzes the features of each program and critiques the reported outcomes of each study. Findings from this review suggest a general alignment with recommended features of ef…
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A Review of Empirical Literature on Inquiry Professional Development
This review brings together the literature on inquiry-based teaching and learning and science teacher professional development (PD). We present a targeted critical review of research focused specifically on the nature of PD programs purported to emphasize inquiry. Our review analyzes the features of each program and critiques the reported outcomes of each study. Findings from this review suggest a general alignment with recommended features of ef…
Inquiry-Based Instruction and Teaching About Nature of Science
Anecdotal accounts from science educators suggest that few teachers are teaching science as inquiry. However, there is little empirical evidence to support this claim. This study aimed to provide evidence-based documentation of the state-of-use of inquiry-based instruction and explicit instruction about nature of science (NOS). We examined the teaching practice and views of inquiry and NOS of 26, well-qualified and highly motivated 5th–9th-grade …
Moving beyond the model as a copy problem
An important research objective in modelling instruction is defining what students should learn about the model-referent relationship, as when unguided, they tend to errantly think of models as literal interpretations of their referents. Restating this problem we say students should learn about structure-preserving transformations between models and referents; including: what gets transformed, how it is transformed, and directions of information …
‘If you wanted to take this model and throw nitrogen at it, it would fit’
The literature on scientific modelling practices in science education has provided a fruitful discussion on how learners tend to view models vs. how and what they should think about them. One approach is to teach students that models are abstractions so that they do not view them as a copy of phenomena they represent. Although teaching students that models are abstractions is a successful strategy in modelling instruction, we still do not know ho…
Preservice science teachers’ self-regulation of teaching while planning and enacting classroom questions
This multi-case study investigated preservice science teachers' (PSTs) self-regulation of teaching. The participants were three secondary PSTs representing high, intermediate, and low abilities in self-regulated learning. The data came from classroom materials, classroom observations, classroom audio recordings, and semi-structured interviews. Findings showed that all three PSTs aimed for more student engagement in answering classroom questions, …
The Epistemic Generativity of Using a Model of a Big Idea
Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in reciprocal directions denoted as developing models and using models. In the former, a model structure is shaped from experience. In the latter, experience is shaped by a model structure. Focusing on this la…
Mathematics education (5 obras) · Psychology (5 obras) · Science education (5 obras) · Science Education and Pedagogy (5 obras) · Pedagogy (4 obras) · Computer Science (3 obras) · Epistemology (3 obras) · Abstraction (2 obras) · Educational Strategies and Epistemologies (2 obras) · Innovative Teaching and Learning Methods (2 obras)