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Journal of Science Education and Technology

Erschienen in:

01.02.2013

The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students’ Science Achievement

verfasst von: Violet Kulo, Alec Bodzin

Erschienen in: Journal of Science Education and Technology | Ausgabe 1/2013

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Abstract

Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students’ understanding of energy concepts. The participants included one science teacher and 108 eighth-grade students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the middle and low track classes having larger effect sizes than the upper track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed.

Vorheriger Artikel Developing School-Scientist Partnerships: Lessons for Scientists from Forests-of-Life

Nächster Artikel Measuring Model-Based High School Science Instruction: Development and Application of a Student Survey

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Titel: The Impact of a Geospatial Technology-Supported Energy Curriculum on Middle School Students’ Science Achievement
verfasst von: Violet Kulo
Alec Bodzin
Publikationsdatum: 01.02.2013
Verlag: Springer Netherlands
Erschienen in: Journal of Science Education and Technology / Ausgabe 1/2013
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-012-9373-0

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