Laptop Use, Interactive Science Software, and Science Learning among At-Risk Students
In: Journal of Science Education and Technology, Jg. 23 (2014-08-01), Heft 4, S. 591-603
Online
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Zugriff:
This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.
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Laptop Use, Interactive Science Software, and Science Learning among At-Risk Students
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Autor/in / Beteiligte Person: | Zheng, Binbin ; Warschauer, Mark ; Hwang, Jin Kyoung ; Collins, Penelope |
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Zeitschrift: | Journal of Science Education and Technology, Jg. 23 (2014-08-01), Heft 4, S. 591-603 |
Veröffentlichung: | 2014 |
Medientyp: | academicJournal |
ISSN: | 1059-0145 (print) |
DOI: | 10.1007/s10956-014-9489-5 |
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