Learning from a Distance: High School Students' Perceptions of Virtual Presence, Motivation, and Science Identity during a Remote Microscopy Investigation

Autor/inn/en	Childers, Gina; Jones, M. Gail
Titel	Learning from a Distance: High School Students' Perceptions of Virtual Presence, Motivation, and Science Identity during a Remote Microscopy Investigation
Quelle	In: International Journal of Science Education, 39 (2017) 3, S.257-273 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1278483
Schlagwörter	High School Students; Student Attitudes; Student Motivation; Factor Analysis; Statistical Analysis; Science Education; Self Concept; Scientists; Science Experiments; Distance Education; Teaching Methods; Computer Simulation; Surveys; Likert Scales + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Schulische Motivation; Faktorenanalyse; Statistische Analyse; Naturwissenschaftliche Bildung; Selbstkonzept; Scientist; Wissenschaftler; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Survey; Umfrage; Befragung; Likert-Skala
Abstract	Through partnerships with scientists, students can now conduct research in science laboratories from a distance through remote access technologies. The purpose of this study was to explore factors that contribute to a remote learning environment by documenting high school students' perceptions of science motivation, science identity, and virtual presence during a remote microscopy investigation. Exploratory factor analysis identified 3 factors accounting for 63% of the variance, which suggests that "Science Learning Drive" (students' perception of their competence and performance in science and intrinsic motivation to do science), "Environmental Presence" (students' perception of control of the remote technology, sensory, and distraction factors in the learning environment, and relatedness to scientists), and "Inner Realism Presence" (students' perceptions of how real is the remote programme and being recognised as a science-oriented individual) were factors that contribute to a student's experience during a remote investigation. Motivation, science identity, and virtual presence in remote investigations are explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01