A Study of Learning and Motivation in a New Media Enriched Environment for Middle School Science

Autor/inn/en	Liu, Min; Horton, Lucas; Olmanson, Justin; Toprac, Paul
Titel	A Study of Learning and Motivation in a New Media Enriched Environment for Middle School Science
Quelle	In: Educational Technology Research and Development, 59 (2011) 2, S.249-265 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-011-9192-7
Schlagwörter	Student Attitudes; Problem Based Learning; Student Motivation; Scores; Grade 6; Teaching Methods; Science Instruction; Middle School Students; Science Achievement; Pretests Posttests; Correlation; Educational Technology; Computer Uses in Education + Suchen Sie Ihr Suchwort? Schülerverhalten; Problem-based learning; Problemorientiertes Lernen; Schulische Motivation; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrelation; Unterrichtsmedien; Computernutzung
Abstract	This study examines middle school students' learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a new media environment on sixth graders' science learning, their motivation, and the relationship between students' motivation and their science learning. The analysis of the results showed that: Students significantly increased their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience, and a significant positive relationship was found between students' motivation scores and their science knowledge posttest scores. Findings were discussed within the research framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10