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Effects of problem-based learning with web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students
Title
Effects of problem-based learning with web-anchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students.
Creator
Yurick, Karla Anne., College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description
This study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based...
Show moreThis study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based nanotechnology anchor, Catching the Rays, followed. Catching the Rays navigated subjects through a nano quest on sunscreen. After the intervention, a posttest was administered for each science conceptual understanding and attitude towards science. Following, a purposeful selection of interviewees (N=6) participated in a Nano Post- Interview. Pretest/posttest data were analyzed using a paired t test. Results of the paired t test for science conceptual understanding (post- being larger than pre-, p <. 01) and attitude towards science (post- being larger than pre-, p < .01) were significant at the p < .05 alpha level. Nano Post-Interview data were coded and analyzed independently by two raters for emerging themes. Two themes of "Risks and Benefits" and "Solves Problems" emerged from subjects' (N=6) responses to perception of science in society questions. The theme of "Risks and Benefits" strongly suggests that subjects have a positive perception that nanotechnology comes with risks and benefits to society. The theme of "Solves Problems" strongly suggests subjects have a positive perception that nanotechnology is governed by society's needs and is used to help solve society's problems. Findings from this study suggest that PBL with web-anchored instruction in nanotechnology had a positive effect on subjects' science conceptual understanding, attitude towards science, and perception of science in society.
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Date Issued
2011
PURL
http://purl.flvc.org/FAU/3322517
Subject Headings
Science, Study and teaching (Elementary), Computer-assisted instruction, Educational technology, Achievement in education, Cognition in children, Knowledge, Theory of
Format
Document (PDF)
analysis of integrated science and language arts themes in software at the elementary school level
Title
An analysis of integrated science and language arts themes in software at the elementary school level.
Creator
Libidinsky, Lisa Jill., Florida Atlantic University, Kumar, David D.
Abstract/Description
There are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can...
Show moreThere are many demands on the elementary classroom teacher today, such that teachers often do not have the time and resources to instruct in a meaningful manner that would produce effective, real instruction. Subjects are often disjointed and not significant. When teachers instruct using an integrated approach, students learn more efficiently as they see connections in the subjects. Science and language arts, when combined to produce an integrated approach, show positive associations that can enable students to learn real-life connections. In addition, with the onset of technology and the increased usage of technological programs in the schools, teachers can use technology to support an integrated curriculum. When teachers use a combined instructional focus of science, language arts, and technology to produce lessons, students are able to gain knowledge of concepts and skills necessary for appropriate academic growth and development. Given that there are many software programs available to teachers for classroom use, it is imperative that quality software is used for instruction. Using criteria based upon an intensive literature review of integrated instruction in the areas of science and language arts, this study examines science and language arts software programs to determine whether there are science and language arts integrated themes in the software analyzed. Also, this study examines whether more science and language arts integrated themes are present in science or language arts software programs. Overall, this study finds a significant difference between language arts software and science software when looking at integrated themes. This study shows that science software shows integrated themes with language arts more often than does language arts software with science. The findings in this study can serve as a reference point for educators when selecting software that is meaningful and effective in the elementary classroom. Based on this study, it is apparent that there is a need to evaluate software for appropriate use in the classroom in order to promote effective education.
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Date Issued
2002
PURL
http://purl.flvc.org/fcla/dt/11985
Subject Headings
Education, Elementary--Computer-assisted instruction, Language arts (Elementary)--Juvenile software, Science--Study and teaching (Elementary)--Juvenile software, Interdisciplinary approach in education
Format
Document (PDF)