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Journal of Science Education and Technology

Erschienen in:

22.08.2015

Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum

verfasst von: Lisa M. Blank, Heather Almquist, Jen Estrada, Jeff Crews

Erschienen in: Journal of Science Education and Technology | Ausgabe 1/2016

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Abstract

This study investigated to what extent the implementation of a Google Earth (GE)-based earth science curriculum increased students’ understanding of volcanoes, earthquakes, plate tectonics, scientific reasoning abilities, and science identity. Nine science classrooms participated in the study. In eight of the classrooms, pre- and post-assessments of earth science content, scientific reasoning, and science identity were completed. In one classroom, a staggered implementation of the curriculum was completed to control for student and teacher variables. In all nine classrooms, implementation of the GE curriculum advanced students’ science identity, earth science understanding, and science reasoning, but the curriculum was most transformative in terms of scientific reasoning. Two factors were identified related to student success. Students with strong science identities and high reading proficiencies demonstrated greater science learning outcomes. Math proficiency and gender did not affect learning outcomes.

Vorheriger Artikel Let’s Face(book) It: Analyzing Interactions in Social Network Groups for Chemistry Learning

Nächster Artikel Using Interactive Data Visualizations for Exploratory Analysis in Undergraduate Genomics Coursework: Field Study Findings and Guidelines

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Titel: Factors Affecting Student Success with a Google Earth-Based Earth Science Curriculum
verfasst von: Lisa M. Blank
Heather Almquist
Jen Estrada
Jeff Crews
Publikationsdatum: 22.08.2015
Verlag: Springer Netherlands
Erschienen in: Journal of Science Education and Technology / Ausgabe 1/2016
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-015-9578-0

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