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Article: Laptop use, interactive science software, and science learning among at-risk students

TitleLaptop use, interactive science software, and science learning among at-risk students
Authors
KeywordsScientific inquiry
Science achievement
Interactive science software
One-to-one laptop
At-risk learners
Issue Date2014
Citation
Journal of Science Education and Technology, 2014, v. 23, n. 4, p. 591-603 How to Cite?
AbstractThis 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.
Persistent Identifierhttp://hdl.handle.net/10722/299506
ISSN
2023 Impact Factor: 3.3
2023 SCImago Journal Rankings: 1.595
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZheng, Binbin-
dc.contributor.authorWarschauer, Mark-
dc.contributor.authorHwang, Jin Kyoung-
dc.contributor.authorCollins, Penelope-
dc.date.accessioned2021-05-21T03:34:33Z-
dc.date.available2021-05-21T03:34:33Z-
dc.date.issued2014-
dc.identifier.citationJournal of Science Education and Technology, 2014, v. 23, n. 4, p. 591-603-
dc.identifier.issn1059-0145-
dc.identifier.urihttp://hdl.handle.net/10722/299506-
dc.description.abstractThis 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.-
dc.languageeng-
dc.relation.ispartofJournal of Science Education and Technology-
dc.subjectScientific inquiry-
dc.subjectScience achievement-
dc.subjectInteractive science software-
dc.subjectOne-to-one laptop-
dc.subjectAt-risk learners-
dc.titleLaptop use, interactive science software, and science learning among at-risk students-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s10956-014-9489-5-
dc.identifier.scopuseid_2-s2.0-84897119251-
dc.identifier.volume23-
dc.identifier.issue4-
dc.identifier.spage591-
dc.identifier.epage603-
dc.identifier.eissn1573-1839-
dc.identifier.isiWOS:000339881500009-

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