Bruce C. Howard

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Two studies were conducted to investigate measures of children’s metacognition. Experiment 1 presented two versions of a self-report inventory, the Jr. MAI, appropriate for assessing metacognition in children in grades 3–9. Factor analyses are interpreted that illustrate how the items measure components of metacognition. Experiment 2 further addressed(More)
The NASA Classroom of the Future sponsored a residential training course to help teachers learn to use computer-based educational tools and explore constructivist instructional approaches. Researchers hypothesized that creating a living-and-learning environment for the training would foster rapid changes in teachers’ epistemological beliefs.(More)
It is often said that students who perform well in school are those that understand the rules of the game. In other words, students need to understand not only the content related to an activity, but also the teacher expectations for how to participate in that activity and how the activity is typically structured (Doyle, 1979; Mehan, 1980). Lemke (1990)(More)
In this paper we report results of the summative evaluation of Astronomy Village®: Investigating the Solar SystemTM. Funded by the National Science Foundation, Astronomy Village is designed to teach students fundamental concepts in life, earth, and physical science by having them investigate cutting-edge questions related to the solar system. There are two(More)
Design principles are universal and may be translated onto the newest trends and emergent technologies. In this research study we combined the perspectives provided by two sources to create a set of recommended design principles for technology-enhanced learning environments. One source was the How People Learn framework (Bransford, Brown, & Cocking, 2000).(More)
This study examined the effect of live simulation on students’ science learning and attitude. A total of 311 middle school students participated in the simulation, which allowed them to access and interpret satellite data and images and to design investigations. A pre/post design was employed to compare students’ science learning and attitude before and(More)
We believe hypermedia environments need to be defined by their capacity to in teract effectively with the limitations and constraints of students' cognitive informat ion processing system. In this study, we contrasted four navigational platforms to test t h e hypothesis that the development of configurational knowledge increases learners ' abilities to (a)(More)
As part of a larger project for the NASA-sponsored Classroom of the FutureTM to benchmark the effectiveness of educational technologies, researchers used multiple data sources to develop a list of exemplars and delineate common design features. The exemplars included promising educational technologies, tools, Web sites, resources, software, and hardware.(More)
Research states that metacognitive monitoring and control are important skills for successful problem solving (e.g., Artzt & Armour-Thomas 1992; Carr & Jessup, 1997; Hmelo & Cote, 1996; Tobias & Everson, 1995). In particular, research has demonstrated that certain self-regulatory and metacognitive skills predict problem solving success as well as or better(More)