Newsflash

Crippen, K. J., Biesinger, K. D., Muis, K. R., & Orgill, M. (2009). The Role of Goal Orientation and Self-Efficacy in Learning from Web-based Worked Examples. Journal of Interactive Learning Research, 20(4), 385-403.

Vintage

Crippen

K12 Science Online
This line of inquiry seeks to understand, develop, and support curriculum materials and instruction for K12 students in online environments.

DoDEA Virtual School Curriculum Development Print

Working with a team of three doctoral students, each with unique science content expertise and extensive K-12 teaching experience in a particular sub-discipline of science, we are currently developing four online science courses at the high school level that will be implemented in the Department of Defense Educational Activity Virtual School (DoDEA-VS). This phase is part of a research and development collaboration with DoDEA as part of the larger DoDEA-VS project.

Science Content Reaearch and Development Team

Dr. Kent Crippen, Subject Matter Expert for Science

Mr. Kristopher Carroll, Science R&D Team Member

Ms. Ellen Ebert, Science R&D Team Member

Ms. Cindy Kern, Science R&D Team Member

Elements of the Conceptual Framework for Science Courses

INACOL Guidelines and Standards for Scientific Investigations

Science Writing Heuristic

Scaffolded Knowledge Integration (KIE)

Zimmerman's 3-phase Model of Self-Regulated Learning

Construct-Centered Design

Course Development Framework Documents

TBA - Contact Dr. Crippen with Inquiries

Scholarship Related to this Project

TBA - Contact Dr. Crippen with Inquiries
 
K12 Science Online - Laboratory Activities Study Print

Research Questions

  1. What is the type and frequency of laboratory activities used by online K12 science teachers?
  2. What does the nature and frequency of use of these activities indicate about the use of inquiry-based instruction in K12 online science environments?
    • Are these experiments and their delivery consistent with the goals, guidelines, and vision of NACOL and America's Lab Report?
    • Are these types of activities delivered in such a way as to support meaningful learning and the NSES vision of scientific inquiry?
    • What barriers exist to the use of inquiry-based practices that are unique to online environments?
  3. What elements most influence teacher decisions regarding the use of laboratory activities in K12 online science teaching?

Participants

A sample of respondents to a national survey of K12 online teachers who self-reported as teaching science.

Research Conference Proposals

Crippen, K. J., Archambault, L. M., & Kern, C. (under review). Examining the Use of Laboratory Activities in Secondary Science Online. Proposal to the National Association of Research in Science Teaching (NARST) Annual Meeting, Philadelphia, PA.

Crippen, K. J., Archambault, L. M., & Kern, C. (under review). The Perspective of K-12 Online Science Teachers about Teaching with Laboratory Activities. Proposal to the American Educational Research Association (AERA) National Conference, Denver, CO.