Learning From Design Based Research About Argument Writing in a Supplemental Literacy Course for Ninth Graders at Academic Risk

2021 ◽  
pp. 152-167
Author(s):  
Margaret Sheehy ◽  
Donna M. Scanlon
Keyword(s):  
Ninth Graders ◽  
Academic Risk ◽  
Design Based Research ◽  
Argument Writing ◽  
Literacy Course

Using early indicators of academic risk to predict academic skills and socioemotional functioning at age 10.

2018 ◽  
Vol 110 (4) ◽  
pp. 483-501 ◽  
Author(s):  
Hyun-Joo Jeon ◽  
Shavaun M. Wall ◽  
Carla A. Peterson ◽  
Gayle J. Luze ◽  
Mark E. Swanson
Keyword(s):  
Academic Skills ◽  
Academic Risk ◽  
Socioemotional Functioning ◽  
Early Indicators

Towards Flipped Learning in Upper Secondary Mathematics Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Robert Weinhandl ◽  
Zsolt Lavicza ◽  
Stefanie Schallert
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Mathematics Learning ◽  
Flipped Learning ◽  
Educational Innovations ◽  
Design Based Research ◽  
Secondary Mathematics Education ◽  
Upper Secondary Education ◽  
Mathematics Classrooms ◽  
Upper Secondary

Challenges for students in the 21st century, such as acquiring technology, problem-solving and cooperation skills, also necessitates changes in mathematics education to be able to respond to changing educational needs. One way to respond to these challenges is utilising recent educational innovations in schools, for instance, among others are flipped learning (FL) approaches. In this paper, we outline our explorative educational experiment that aims to investigate key elements of mathematics learning in FL approaches in upper secondary education. We describe the methodologies and findings of our qualitative study based on design-based research to discover key elements of FL approaches in upper secondary education. Analysing the data collected over ten months suggested categories (a) confidence when learning; (b) learning by working; and (c) flexibility when learning could be essential to understand FL approaches practices in mathematics classrooms.

scholarly journals Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

2020 ◽  
Vol 9 (9) ◽  
pp. 155 ◽  
Author(s):  
Sven Ivens ◽  
Monika Oberle
Keyword(s):  
Civic Education ◽  
Game Design ◽  
Digital Simulation ◽  
Educational Interventions ◽  
Simulation Game ◽  
Research Approach ◽  
Scientific Evaluation ◽  
Simulation Games ◽  
Design Based Research ◽  
Term Evaluation

Grounded in a design-based research approach, the aim of this article is to determine whether scientific evaluations help to (a) identify and fix problems in educational interventions and (b) eventually foster a more effective and positive evaluated intervention. Therefore, data from a longer-term evaluation of short digital simulation games about the European Parliament for civic education in schools were used. The data included three cycles of interventions with pre- and post-evaluations starting with the first prototype in 2015/2016 (n = 209), the second cycle in 2017/18 (n = 97), and the last one in 2019/20 (n = 222). After each evaluation, major problems and critiques regarding the simulation game were discussed with the developers, and changes were implemented in the game design. The four most important problems, the processes by which they were improved and the reactions of the participants in the following evaluations are pointed out in the article. A comparison of the last and first evaluation cycle showed an overall improvement of the simulation game regarding its effectiveness in transferring EU knowledge and the participants’ general satisfaction with the simulation game. This study underlines the value of the design-based research approach for developing educational interventions and can be useful for further work on civic education measures and the implementation of digital simulation games.

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