Peruvian Food Chain Jenga: Learning Ecosystems with an Interactive Model

Autor/inn/en	Hartweg, Beau; Biffi, Daniella; de la Fuente, Yohanis; Malkoc, Ummuhan; Patterson, Melissa E.; Pearce, Erin; Stewart, Morgan A.; Weinburgh, Molly
Titel	Peruvian Food Chain Jenga: Learning Ecosystems with an Interactive Model
Quelle	In: School Science and Mathematics, 117 (2017) 6, S.229-238 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hartweg, Beau)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
Schlagwörter	Grade 5; Charter Schools; Teaching Methods; Program Effectiveness; Pretests Posttests; Science Instruction; Statistical Analysis; Experimental Groups; Control Groups; Educational Games; Group Discussion; Ecology; Food + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Charter school; Charter-Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Statistische Analyse; Educational game; Lernspiel; Gruppendiskussion; Ökologie; Lebensmittel
Abstract	A pilot study was conducted on a multimodal educational tool, Peruvian Food Chain Jenga (PFCJ), with 5th-grade students (N = 54) at a public charter school. The goal was to compare the effectiveness of the multimodal tool to a more traditional presentation of the same materials (food chain) using an experimental/control design. Data collection included a pretest/posttest and a "What I Did/What I Learned" response sheet. Quantitative analysis of pretest/posttest results showed both groups improved from pretest to posttest; however, there was no statistically significant difference between posttest results of experimental and control groups. Qualitative analysis of student open-ended responses indicated a difference between students who used the PFCJ and students in the control. The most striking difference occurred in how the students perceived the connectedness of species and the awareness of human impact. Our findings suggest that using a model such as PFCJ as a means of teaching and connecting scientific content with practices related to ecosystems is an effective method of engaging students in intelligent discussions about these topics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01