Multimedia Educative Curriculum Materials (MECMs): Teachers’ Choices in Using MECMs Designed to Support Scientific Argumentation
Multimedia Educative Curriculum Materials (MECMs): Teachers’ Choices in Using MECMs Designed to Support Scientific Argumentation
复制标题
多媒体教育课程材料 (MECM)：教师使用旨在支持科学论证的 MECM 的选择
DOI：
10.1080/1046560x.2016.1277600
复制
发表时间：
2017
影响因子：
1.9
通讯作者：
María González‐Howard
中科院分区：
文献类型：
--
作者：
S. Loper;Katherine L. McNeill;María González‐Howard
在本文中，我们描述了设计多媒体教育课程材料（mecm）的开发过程，重点是支持教师的论证。我们还描述了对46名教师的研究结果。我们感兴趣的是教师的背景或MECM的特点是否会影响MECM的使用。总体而言，89%的教师使用了mecm。教师的使用与他们的背景无关，比如教学年限；然而，mecm的放置和支撑的类型会影响使用。与单独的图书馆相比，教师更有可能访问嵌入在教案或反思性自我评估提示中的mecm。此外，教师更有可能在课程的早期和第一次引入新的活动结构时观看视频。
ABSTRACT In this article, we describe the development process for designing multimedia educative curriculum materials (MECMs) focused on supporting teachers in argumentation. We also describe results from a study with 46 teachers. We were interested in whether teachers’ backgrounds or characteristics of the MECMs impacted MECM use. Overall, 89% of the teachers used the MECMs. Teachers’ use was not related to their background, such as years teaching; however, placement of the MECMs and the type of support impacted use. Teachers were more likely to access MECMs embedded in lesson plans or reflective self-assessment prompts compared to a separate library. In addition, teachers were more likely to watch videos earlier in the curriculum and the 1st time a new activity structure was introduced.