Learning Science

This paper examines the impact of digital technologies on an elementary school classroom. The following topics are addressed: (1) how classrooms were physically adjusted to incorporate new digital technologies; (2) the context and content areas in which students used these technologies, based on observation, teacher interviews, and teacher responses to a final survey; (3) and teacher and student attitudes towards increasing use of digital technologies in the classroom. Teachers used computer-assisted instruc .on in nearly all subject areas for drill and practice, simulations, and word processing. The teachers felt that students responded positively to instructional activities on the computers. Students liked working on their own with the computers; they specifically liked using computers for games, iaformation searcl.es, programs that rewarded a good score on a drill by a playing a game, and looking up definitions while reading. When asked how to improve instructional applications of technology in the classroom, teachers suggested more computers, more training, and more software. Based on this observation of the school, within a supportive and collaborative environment, it is concluded that teachers are interested in using digital technologies in their classrooms. (Contains 2 references.) (JLB)

Twenty-one schools from the United States and Singapore participated in this evaluation of a high-school biology multimedia CD-ROM called BioBLAST(R). Results include a summary of teacher descriptions of their curriculum-based justifications for using this software as well as a compilation of program features that teachers describe as facilitating successful implementation of new learning technologies. Analysis of teacher reports provides a profile of three types of strategies teachers used to implement the program. Analysis of student performance on pre/posttest shows how implementation strategies were associated with student gains in particular schools and classes. A comparison of student pre/posttest scores one year later with previous pre/posttest results suggests that changes in implementation strategies, teacher incentives, or a decrease in support services had a direct impact on student performance. Students with a wide range of prior knowledge were able to use the software and show performance gains appropriate to their knowledge level and experience. (Contains 10 references.) (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document.

This paper discusses the visual organizers and graphic interfaces used to manage and report the findings from a 10-month ethnographic study of student participation and interaction in computer mediated communication (CMC) activities within the classrooms of both a freshman writing class and a plant science lab. The study focuses on social psychological issues, expressed in discourse created from computer-based interactions, from student survey self-reports, or from the observation and reporting process. It is contended that data analysis is problematic, since generation of data is affected by what the ethnographer can treat as writable, readable, visible, and interpretable, and analysis requires various visual organizers and graphic descriptions, the following of which are used in this study: research questions; tables; quantitative coding of raw data; charts/tables; hypercard stacks; figures; digital photographs; and excerpts from computer-based discussions. Graphical interfaces fo...

This paper examines educational applications of computer-based communications to identify unique tools for learning provided by this medium and to identify key features of successful text-based computer mediated communications (CMC) projects. A review of CMC programs provides guidelines for designing effective teacher training programs in CMC. Since institutions of higher learning are significant sponsors of technology training programs for teachers, an additional section addresses the role of higher education in supporting improvements in teacher training programs. Five dependent variables--performance outcomes, cognitive processing, efficiency, equity of access to instruction, and nature of social interaction--and four independent variables--characteristics of the media, student characteristics, instructional method, and social context of learning and instruction--are described in association with media research. It is suggested that a future research agenda should include the ama...

This study provides detailed descriptions, analyses, and interpretations of student interactions and participation that occurred in computer-mediated interactive writing activities in two different college classroom network situations. A freshman composition class focused on the teaching of writing through assigned exercises and incorporated electronic discussions into every other class. A plant science laboratory class used computer-based discussions to amplify what students had learned in interactive computer-based tutorials, simulations, and "traditional" hands-on activities with plant specimens. Both courses used a software program called Daedalus to manage the computer-mediated communication (CMC) activities. Daedalus contains a word processor and various support tools, an electronic mail program, and an interchange program that allows real-time "conversation." Observations and analysis of student computer use show that CMC activities can result in increased...

The design, development and deployment of online instruction has become standard practice. The focus of the study was on student perceptions of course rubrics and not on the rubrics, themselves, or the instructors. In order to improve student engagement online we conducted an exploratory study of the awareness and perceptions of course rubrics. Fifty graduate students completed an online survey at the end of the semester about their awareness and perceptions of course rubrics. All students reported that they were aware that course rubrics existed. They indicated that they had learned about this information through the course syllabus, professor announcements via email and posts to LMS. Most students reported reviewing rubrics prior to submitting an assignment. One of the key findings from this study was that students see rubrics as a mechanism for scaffolding their performance, and thus, instructors need to focus more effort on designing rubrics to accomplish more than student asses...

BioBLAST is a NASA-funded multimedia curriculum supplement, targeted to enrich high school biology classes. It is modeled after the CELSS scenario and currently is being developed by the Classroom of the Future at Wheeling Jesuit College. Through innovative applications of educational technologies and interactions with active researchers in life sciences based at the various NASA centers and by incorporating alternative assessment measures, the BioBLAST project seeks to improve student learning and assist biology teachers. The studentsed life-support system, which uses biological processes to supply astronauts with recycled food, water, and oxygen. The students will be encouraged to formulate hypotheses, devise hands-on experiments to investigate key processes, and use computer simulations to investigate what systems are required to achieve stability of these life-support systems in a simulated lunar base. To succeed in their mission, students will learn basic principles in plant ph...

Collaborative knowledge sharing requires that dialogues successfully cross organizational barriers and information silos. Successful communication in person or in a virtual community involves a willingness to share ideas and consider diverse viewpoints. This research examines a science, technology, engineering, and mathematics (STEM) content management system called NASATalk, which offers public and private blog posts, file sharing, asynchronous discussion, and live chat services. The service is designed to provide a virtual environment where educators can share ideas, suggestions, successes, and innovations in STEM teaching and learning activities. This study features qualitative data from STEM education groups that helped extend the design of the NASATalk Web 2.0 collaborative tools and features. The analysis shows that the context, e-collaborative tools, integration strategies, and outcomes varied, but also contributed additional space, time, tools, integration strategies, and ou...

Twenty-one schools from the United States and Singapore participated in this evaluation of a high-school biology multimedia CD-ROM called BioBLAST(R). Results include a summary of teacher descriptions of their curriculum-based justifications for using this software as well as a compilation of program features that teachers describe as facilitating successful implementation of new learning technologies. Analysis of teacher reports provides a profile of three types of strategies teachers used to implement the program. Analysis of student performance on pre/posttest shows how implementation strategies were associated with student gains in particular schools and classes. A comparison of student pre/posttest scores one year later with previous pre/posttest results suggests that changes in implementation strategies, teacher incentives, or a decrease in support services had a direct impact on student performance. Students with a wide range of prior knowledge were able to use the software a...

Introduction: The NASA Mid-Atlantic Region Space Science Broker (MARSSB) in partnership with several organizations (including the Balloon Science Program, New York Space Grant Consortium, Cornell University, MUSPIN, USSERPI, NESSIE and others) is facilitating new and existing collaborations in Balloon and suborbital science and learning. The Balloon science program is an ideal setting for the convergence of scientists, educators and students to produce robust scientific research and dynamic education opportunities. Excellent programs currently exist, but a strong need has been identified to connect those currently involved with those scientists and educators who would like to be, thereby growing and adding value to existing programs, and beginning new ones.

This case study provides a description of student interaction and participation within a computer-mediated environment in an experimental offering of a plant science lab course. Based on structured classroom observation, interviews, and surveys with students and teachers this study examines 1) how a CMC pattern of discourse differs from a face-to-face pattern of discussion in a class setting; 2) whether students participating in a CMC activity produce a discourse that reflects the level of thinking and sharing of ideas desired by the instructor; and 3) how the computer-based interface facilitates and/or inhibits communication between students. This study shows that the CMC-based activities offers an alternative pattern of interaction which differs from the face-to-face pattern in some, but not all ways. The CMC discourse encourages experimentation, sharing of early ideas, increased and more distributed participation, and collaborative thinking. However, for some students the CMC act...

This paper examines the impact of digital technologies on an elementary school classroom. The following topics are addressed: (1) how classrooms were physically adjusted to incorporate new digital technologies; (2) the context and content areas in which students used these technologies, based on observation, teacher interviews, and teacher responses to a final survey; (3) and teacher and student attitudes towards increasing use of digital technologies in the classroom. Teachers used computer-assisted instruc .on in nearly all subject areas for drill and practice, simulations, and word processing. The teachers felt that students responded positively to instructional activities on the computers. Students liked working on their own with the computers; they specifically liked using computers for games, iaformation searcl.es, programs that rewarded a good score on a drill by a playing a game, and looking up definitions while reading. When asked how to improve instructional applications of technology in the classroom, teachers suggested more computers, more training, and more software. Based on this observation of the school, within a supportive and collaborative environment, it is concluded that teachers are interested in using digital technologies in their classrooms. (Contains 2 references.) (JLB)

This paper discusses the visual organizerb and graphic interfaces used to manage and report the findings from a 10-month ethnographic study of student participation and interaction in computer mediated communication (CMC) activities within the classrooms of both a freshman writing clasi and a plant science lab. The study focuses on social psychological issues, expressed in discourse created from computer-based interactions, from student survey self-reports, or from the observation and reporting process. It is contended that data analysis is problematic, since generation of data is affected by what the ethnographer can treat as writable, readable, visible, and interpretable, and analysis requires various visual organizers and graphic descriptions, the following of which are used in this study: research questions; tables; quantitative coding of raw data; charts/tables; hypercard stacks; figures; digital photographs; and excerpts from computer-based discussions. Graphical interfaces for the following components of the study are discussed: interviews/field observation; surveys; videotape material; and electronic discussions. Discussion concentrates on graphical interfaces for electronic discussions, and includes issues such as coding data according to content description and affective quality, quantitative measure of network connections, and message act analysis. Data is Illustrated in 6 figures. (Contains nine references.) (MAS)

This paper examines educational applications of computer-based communications to identify unique tools for learning provided by this medium and to identify key features of successful text-based computer mediated communications (CMC) projects. A review of CMC programs provides guidelines for designing effective teacher training programs in CMC. Since institutions of higher learning are significant sponsors of technology training programs for teachers, an additional section addresses the role of higher education in supporting improvements in teacher training programs. Five dependent variables-performance outcomes, cognitive processing, efficiency, equity of access to instruction, and nature of social interaction-and four independent variables-characteristics of the media, student characteristics, instructional method, and social context of learning and instruction-are described in association with media research. It is suggested that a future research agenda should include the amassing of more data to evaluate critically the most appropriate uses and clientele for CMC. (Contains 33 references.) (Author/ALF)

Collaborative knowledge sharing requires that dialogues successfully cross organizational barriers and information silos. Successful communication in person or in a virtual community involves a willingness to share ideas and consider diverse viewpoints. This research examines a science, technology, engineering, and mathematics (STEM) content management system called NASATalk, which offers public and private blog posts, file sharing, asynchronous discussion, and live chat services. The service is designed to provide a virtual environment where educators can share ideas, suggestions, successes, and innovations in STEM teaching and learning activities. This study features qualitative data from STEM education groups that helped extend the design of the NASATalk Web 2.0 collaborative tools and features. The analysis shows that the context, e-collaborative tools, integration strategies, and outcomes varied, but also contributed additional space, time, 600 L.F. Ruberg et al. (2011) tools, integration strategies, and outcomes through the virtual collaborative learning environment. This study is designed to inform the STEM education community as well as those offering virtual community resources and tools of the added value of using virtual communities to help STEM educators work together in collaborative, virtual environments to discuss ways they can improve their instruction and student performance.

This case study provides a description of student interaction and participation within a computer-mediated environment in an experimental offering of a plant science lab course. Based on structured classroom observation, interviews, and surveys with students arid teachers this study examines 1) how a CMC pattern of discourse differs from a face-to-face pattern of discussion in a class setting; 2) whether students participating in a CMC activity produce a discourse that reflects the level of thinking and sharing of ideas desired by the instructor; and 3) how the computer-based interface facilitates and/or inhibits communication between students. This study shows that the CMC-based activities offers an alternative pattern of interaction which differs from the face-to-face pattern in some, but not all ways. The CMC discourse encourages experimentation, sharing of early ideas, increased and more distributed participation, and collaborative thinking. However, for some students the CMC activities are confusing and inhibiting because of the lack of social cues and multiple threads of simultaneous topics-the same features that appeal to other students. Successful use of CMC activities requires a classroom social environment that encourages peer interaction. Equally important is the selection of engaging tasks that are structured enough to diminish confusion but still allow spontaneity and experimentation. Teachers also need to find ways to directly link the CMC discussions to prior and upcoming learning activities so that students will see the value in creating a discourse that they will want to refer to and use in other class activities.