Laptop Use, Interactive Science Software, and Science Learning among At-Risk Students

Autor/inn/en	Zheng, Binbin; Warschauer, Mark; Hwang, Jin Kyoung; Collins, Penelope
Titel	Laptop Use, Interactive Science Software, and Science Learning among At-Risk Students
Quelle	In: Journal of Science Education and Technology, 23 (2014) 4, S.591-603 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-014-9489-5
Schlagwörter	Quasiexperimental Design; Grade 5; Elementary School Science; Science Instruction; Laptop Computers; Computer Software; Computer Uses in Education; Educational Technology; Science Achievement; Science Interests; STEM Education; Standardized Tests; Scores; At Risk Students; Minority Group Students; English Language Learners; Low Income Groups; Interviews; Observation; Teacher Attitudes; Student Attitudes; Visual Aids; Instructional Effectiveness; California + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Laptop computer; Laptop; Computer; Digitalrechner; Computernutzung; Unterrichtsmedien; STEM; Standadised tests; Standardisierter Test; Interviewing; Interviewtechnik; Beobachtung; Lehrerverhalten; Schülerverhalten; Anschauungsmaterial; Unterrichtserfolg; Kalifornien
Abstract	This 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. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10