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Creating a Student-Driven Museum WorkshopAuthor(s): Lemelin, N. & Bencze, L. (2004)
This article explores a collaborative research project between two university researchers and personnel from the Education Department at a science and technology museum in Ontario. The personnel were, for the most part, unfamiliar with constructivist learning theories that position students as active learners. The study focused on assessing the effectiveness of the workshop in engaging students in open-ended inquiry and invention projects and developing scientific literacy.

This document has been viewed 583 times.
Fostering Citizenship Engagement Through School ScienceAuthor(s): Sperling, E., & Bencze, L. (2010)
Recent curriculum revisions and policy documents in Ontario support a vision of science education with an increased emphasis on the relationship between science, technology, society, and the environment (STSE) (Ontario Ministry of Education, 2009). This study explored the relationship between STSE and citizenship education.

This document has been viewed 953 times.
How Are Sexual and Gender Identities Represented in an Ontario Science Text?Author(s): Jesse Bazzul; Heather Sykes (2011)
This study investigated gender and sexuality bias in one science text used in Ontario schools. In particular, the study was guided by two main research questions:

1. Does the text support the existence of alternative sexualities (Lesbian, gay, and bisexual, for example)?

2. Does the text promote fixed sex and gender identities only (omitting transgendered, transsexual, and intersexed identities, for example)?

This document has been viewed 1,252 times.
How Teachers Perceive the Concept of Sustainable DevelopmentAuthor(s): Elshof, L. (2005)
This study examined technological studies teachers’ understanding of the concept of sustainable development. More specifically, the researcher was interested in identifying which aspects of sustainable development these teachers considered to be most significant from a personal, collegial, and student interest perspective.

This document has been viewed 995 times.
Internet Safety in SchoolsAuthor(s): John Barnett (2005)
This study investigated internet safety within Southern Ontario schools. Specifically, the researcher explores whether preservice teachers believe their students are involved in unsafe internet practices and whether schools are being sufficiently proactive about on-line student safety.

This document has been viewed 1,015 times.
Online learning environments: The experiences of prospective teachersAuthor(s): Duncan, H.E., & Barnett, J. (2010)
Since 2005 many schools in the K-12 system have increased their offering of online courses (Watson, Gemin, & Ryan, 2008). This study examined the experiences of 19 pre-service teachers from one Ontario Faculty of Education who were enrolled in a course designed to teach effective online teaching skills. Topics covered by the course included designing and delivering online course content and the ethics of online teaching. The course itself was delivered using a blended approach with both online and face-to-face class sessions and ran from September to December in the fall of 2007.

This document has been viewed 1,010 times.
Professional Development and Technology Use in the ClassroomAuthor(s): Suzanne Riverin
The investigation determined how an online community of practice can be developed to support the exchange of professional knowledge through involvement in The Education Network of Ontario/Réseau éducatif de l’Ontario and the effect this involvement had on classroom practice.

This document has been viewed 1,073 times.
Science and Literacy in the Elementary ClassroomAuthor(s): Dr. Paul Elliott
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Language, both spoken and written, is central to exploring scientific phenomena, sharing and testing ideas and demonstrating understanding. Additionally, language use in the learning of science aids students’ development of literacy and associated cognitive skills. So, how can we embed the acquisition of literacy
skills in science and promote synergy between the teaching of science and literacy?"

This document has been viewed 894 times.
Teaching Science as a Process of InquiryAuthor(s): Melville W., Bartley A. & Fazio, X. (2012)
This study investigated the attitudes and experiences of pre-service secondary school science teachers who are learning to teach science as a process of inquiry. The pre-service teachers were enrolled in a full-year science methodology course at an Ontario faculty of education, which aimed to challenge the belief that scientific investigation is only conducted using one universal step-by-step process.


This document has been viewed 1,035 times.
The regulation of Mp3 Players and cell phones in secondary schoolAuthor(s): Julie Domitrek; Rebecca Raby
Recently, there has been much media coverage about cell phone and personal music player usage in schools, including in the
Toronto and Whitton regions. However, there is little literature on how students and teachers view rules on the use of such
electronic devices. Using data gathered from focus groups with students in Toronto and Whitton and interviews with teachers
and administrators from Whitton, we present the viewpoints from these stakeholders on the usage of cell phones and personal music players.

This document has been viewed 1,108 times.
The Voice of Text-to-Speech Technology: One Possible Solution for Struggling ReadersAuthor(s): Dr. Michelann Parr
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"Classroom and special education teachers use many strategies to help students
read at grade level. But what do we do for children...for whom those
strategies are not effective? Assistive technology – specifically text-to-speech
technology (TTST) – offers a possible solution."

This document has been viewed 1,444 times.
Using Classroom Amplification in a Universal Design Model to Enhance Hearing and ListeningAuthor(s): Pamela Millett
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"The ability to hear, listen and process auditory information effectively is crucial
to learning for all students, and particularly challenging for students with hearing
loss. Internal and external classroom noise levels are often high: classrooms
with many hard, reflective surfaces (like concrete block walls) and few soft,
noise-absorbing surfaces (like carpet) cause this noise to be reflected and
amplified. While technologies such as hearing aids and cochlear implants are
useful for students with hearing loss, addressing the problem of poor classroom
acoustics benefits not only these students, but also their classmates and teachers."

This document has been viewed 1,216 times.
Using Technology to Teach FractionsAuthor(s): Dr. John A Ross; Dr. Catherine D. Bruce (2009)
In North America, students have traditionally struggled to learn fractions. This is a critical issue as understanding fractions is an important aspect of everyday decision-making. Teachers have also struggled with teaching students the concepts behind fractions because of a lack of discipline knowledge and pedagogical content. This research introduced five sets of learning objects, called CLIPS, which were developed to assist teachers in teaching the concepts behind fractions.

This document has been viewed 2,045 times.
Using Video Games to Teach ScienceAuthor(s): Jaipal, K. and Figg, C. (2009)
This study explored the use of a video game in the science classroom and it’s impact on teaching and learning. More specifically, this study focused on Nano Legends, an educational video game about cell division and cancer, which was implemented by four grade 8 science teachers in 2007.

This document has been viewed 916 times.
Video Games in the Classroom: Building Skills in Literacy and NumeracyAuthor(s): Emmanuel Duplàa and Shervin Shirmohammadi (2010)
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

"As a society, we are seeing rapid and significant developments in video gaming,
a field that is on its way to outdistancing the film and television industry.
We are also witnessing the development and marketing of multiplayer online
gaming. Yet much like the telephone at the turn of the century or television
50 years ago, video games are linked to controversy....So, our question is, Can video games be used for learning in the classroom,
particularly in the area of literacy and numeracy?"


This document has been viewed 1,558 times.
What ECE Teachers Think About Integrating Computer Technology in Early Childhood EducationAuthor(s): Wood, E., Specht, J., Willoughby, T. & Mueller, J. (2008)
This research study examined the perceptions of early childhood educators regarding integrating computer technology into pre-school classrooms. Specifically, this research focused on educators’ perceived advantages and disadvantages of such computer use and the barriers and supports that exist for pre-school educators in teaching computer technology curricula.

This document has been viewed 1,281 times.