國立虎尾科技大學 |

Mind Matters : = Exploring Science Teachers' Perceptions of Methods that Enhance Cognitive Learning through Supportive Content Facilitation, Student Engagement, and Methods for Evaluating Content Mastery in a Transformational Learning Environment.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Mind Matters :/
其他題名:	Exploring Science Teachers' Perceptions of Methods that Enhance Cognitive Learning through Supportive Content Facilitation, Student Engagement, and Methods for Evaluating Content Mastery in a Transformational Learning Environment.
作者:	Wiley, K'Netha.
面頁冊數:	1 online resource (160 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Secondary education. -
電子資源:	click for full text (PQDT)
ISBN:	9798426840195

Mind Matters : = Exploring Science Teachers' Perceptions of Methods that Enhance Cognitive Learning through Supportive Content Facilitation, Student Engagement, and Methods for Evaluating Content Mastery in a Transformational Learning Environment.
Wiley, K'Netha.

Mind Matters :Exploring Science Teachers' Perceptions of Methods that Enhance Cognitive Learning through Supportive Content Facilitation, Student Engagement, and Methods for Evaluating Content Mastery in a Transformational Learning Environment. - 1 online resource (160 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Piedmont University, 2022.

Includes bibliographical references

With increased technology use in classrooms, teachers must design lessons that integrate technology use and stimulate cognitive processing. This dissertation explored science teachers' perceptions of integrating technology-based instruction on cognitive processing in secondary school science. It is vital to understand the neuroscience behind learning to ascertain the role of technology-based instructional models in cognitive processing. With increased research linking brain function to learning, more teachers now use research-based instructional models that encourage cognitive processing (Subramaniam, 2012). High interest, brain-tasking, and instructional strategies enhance cognitive processes. Although technology use continues to increase, traditional teaching models are still helpful. The findings from this study indicate that technology use may enhance learning, thus improving cognitive processes. However, further research is needed in this area to support these findings.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798426840195Subjects--Topical Terms:

1179560
Secondary education.
Subjects--Index Terms:

Brain-based learningIndex Terms--Genre/Form:

554714
Electronic books.

Mind Matters : = Exploring Science Teachers' Perceptions of Methods that Enhance Cognitive Learning through Supportive Content Facilitation, Student Engagement, and Methods for Evaluating Content Mastery in a Transformational Learning Environment.
LDR:02623ntm a22004217 4500 001 1147214
005 20240909100726.5
006 m o d
007 cr bn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798426840195
035 $a (MiAaPQ)AAI29161765
035 $a AAI29161765
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Wiley, K'Netha. $3 1472881
245 1 0 $a Mind Matters : $b Exploring Science Teachers' Perceptions of Methods that Enhance Cognitive Learning through Supportive Content Facilitation, Student Engagement, and Methods for Evaluating Content Mastery in a Transformational Learning Environment.
264 0 $c 2022
300 $a 1 online resource (160 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
500 $a Advisor: Nye, William.
502 $a Thesis (Ed.D.)--Piedmont University, 2022.
504 $a Includes bibliographical references
520 $a With increased technology use in classrooms, teachers must design lessons that integrate technology use and stimulate cognitive processing. This dissertation explored science teachers' perceptions of integrating technology-based instruction on cognitive processing in secondary school science. It is vital to understand the neuroscience behind learning to ascertain the role of technology-based instructional models in cognitive processing. With increased research linking brain function to learning, more teachers now use research-based instructional models that encourage cognitive processing (Subramaniam, 2012). High interest, brain-tasking, and instructional strategies enhance cognitive processes. Although technology use continues to increase, traditional teaching models are still helpful. The findings from this study indicate that technology use may enhance learning, thus improving cognitive processes. However, further research is needed in this area to support these findings.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Secondary education. $3 1179560
650 4 $a Science education. $3 1151737
650 4 $a Educational psychology. $3 555103
650 4 $a Educational technology. $3 556755
653 $a Brain-based learning
653 $a Cognitive processing
653 $a Enhancing cognitive processes
653 $a Neuroscience
653 $a Secondary education
653 $a Transformational learning environment
655 7 $a Electronic books. $2 local $3 554714
690 $a 0710
690 $a 0525
690 $a 0714
690 $a 0533
710 2 $a Piedmont University. $b College of Education. $3 1472882
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 83-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29161765 $z click for full text (PQDT)