Examining How Middle School Students Use Problem-Based Learning Software.

Autor/inn/en	Williams, Douglas C.; Hemstreet, Susan; Liu, Min; Smith, Vickie Dunlevy
Titel	Examining How Middle School Students Use Problem-Based Learning Software.
Quelle	(1998), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Computer Assisted Instruction; Courseware; Educational Environment; Educational Technology; Grade 7; Instructional Design; Instructional Effectiveness; Intermode Differences; Junior High Schools; Mathematical Aptitude; Middle School Students; Middle Schools; Multimedia Instruction; Multimedia Materials; Predictor Variables; Pretests Posttests; Problem Based Learning; Reading Ability; Science Instruction; Science Interests; Secondary School Science; Student Attitudes + Suchen Sie Ihr Suchwort? Schulleistung; Computer based training; Computerunterstützter Unterricht; Lernsoftware; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Unterrichtsmedien; School year 07; 7. Schuljahr; Schuljahr 07; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Sekundarstufe I; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Multimediales Lernen; Prädiktor; Problem-based learning; Problemorientiertes Lernen; Reading competence; Lesekompetenz; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten
Abstract	This study investigated the use of tools and design features as employed in a problem-based learning (PBL) environment and their effectiveness on seventh grade students' learning of science concepts. Specifically, the study examined: (1) the effect of the computer-supported PBL environment on the achievement of middle school students; (2) the effect of the computer-based PBL environment on middle school students' attitudes toward science; and (3) the relationship between students' math or reading ability and their achievement in the PBL environment. Dependent measures were achievement, degree and frequency of access to the tools/features, and attitude toward learning science. The treatment consisted of three groups: computer-supported PBL environment, paper-based PBL, and a control group. Results indicated that: both the groups that used the computer-supported and paper-based PBL significantly improved their achievement scores, while the increase for the control group was not significant; there was no significant difference between the computer-supported and paper groups; students' reading ability is a better predictor for students' achievement in a PBL environment than their math ability; and students' attitude toward learning science was not affected by the introduction of PBL. Two tables and a graph present data. Contains 14 references. (DLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01