Conservation conversation: an arts-based approach to examine impacts of a live video webcast on youth viewers’ conceptualizations of forest ecosystems

Aenlle, Jacqueline; Loizzo, Jamie; Bunch, J. C.; Stone, Whitney; Meredith, Maegan; Ray, Katie

doi:10.1080/1533015x.2022.2034554

Cited by 3 publications

(2 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The EFT followed the Streaming Science EFT model (Loizzo et al, 2019) and a quantitative design to assess the impact of the program on K-12 school students through a post-survey in three main areas: a) attitudes towards geology, b) attitudes towards geology careers, and c) perceptions of geology literacy. The collaboration between scientists and K-12 environments, which this model has successfully tested in several contexts (Aenlle et al, 2022;Barry et al, 2022), provided a platform to positively impact students' attitudes and perceptions toward ES and ES careers using EFTs.…”

Section: Electronic Field Trips (Efts)mentioning

confidence: 99%

“…Students were asked to use a rating scale to indicate a favorable or unfavorable opinion about a statement (also known as Likert-scale items). The ability to use these responses in statistical analysis has made them a widely used and reliable tool for measuring attitudes toward science in outreach research (Adedokun et al, 2011;Aenlle et al, 2022;Barry et al, 2022;Lyon et al, 2020;Osborne et al, 2003).…”

Section: Survey Designmentioning

confidence: 99%

See 1 more Smart Citation

Rocks Really Rock: Generating positive impacts in middle and high school students’ attitudes toward geology via Web Google-Earth electronic field trips

Ortiz-Guerrero,

Loizzo

2023

Preprint

View full text Add to dashboard Cite

Abstract. Earth Sciences (ES) are relevant to society and its relationship to the Earth system. However, ES education, in K-12 environments in the United States, face several challenges including limited exposure to ES, lack of awareness of ES careers, and low ES literacy. International associations have recognized these challenges and recommended that Earth scientists improve the public’s perception of the relevance of ES. In recent years, informal science communication/outreach platforms such as the “Streaming Science” model of electronic field trips (EFT), which connect K-12 classrooms with STEM professionals, have gained popularity as an educational technology tool. EFTs are inexpensive, have spatiotemporal benefits, and have proven an effective informal science education pathway for introducing STEM content into formal classrooms to increase positive attitudes and interest in STEM careers. Nevertheless, EFTs in ES for K-12 environments have not been widely disseminated, and their impact in ES education has yet to be studied. This study presents the creation and implementation of an EFT in geology called “Rocks Really Rock: An Electronic Field Trip across Geological Time.” The program was implemented in seven schools in Spring 2022. The EFT was built in web Google Earth and had six stops that featured pre-recorded videos recorded in different locations in Idaho-U.S. The lead presenter/author used multimedia and science-communication strategies such as storytelling to develop and teach concepts related to geologic time, rock formation, and landscape-forming geological process. The content aligned with four specific topics listed in the National Science Foundation’s Earth Sciences Literacy Principles and intersected with the Next Generation Science Standards for middle school classrooms. Participating students (n = 120) completed a post-assessment after the program implementation to evaluate its impact. Results showed the EFT positively impacted students’ attitudes toward geology, geology careers, and their perceptions of geology literacy. We identified the three main factors that determined positive attitude change of K-12 students toward ES were: 1) the use of videos and Web Google Earth platform for creating outreach materials for K-12 students, 2) the use of storytelling to craft the content of the EFT, and 3) the asynchronous interactions between teacher-student-scientist. The results indicated a statistically significant positive change in attitudes toward geology, suggesting that participating in the EFT increased students' positive attitudes toward ES. These findings demonstrate the potential of expanding EFT to other ES fields and reaching middle/high school students. We suggest that EFTs are effective outreach tools that can address the challenges in ES education and can be extended to other ES areas and distributed to students in middle/high schools and homeschools, to support science educators in ES education.

show abstract

Section: Electronic Field Trips (Efts)mentioning

confidence: 99%

Section: Survey Designmentioning

confidence: 99%

Rocks Really Rock: Generating positive impacts in middle and high school students’ attitudes toward geology via Web Google-Earth electronic field trips

Ortiz-Guerrero,

Loizzo

2023

Preprint

View full text Add to dashboard Cite

show abstract

Restore the shore: online STEM engagement impacts on youths’ conceptualizations of living shorelines and connection to water

Loizzo,

Nickerson,

Barnett

et al. 2023

Applied Environmental Education & Communication

View full text Add to dashboard Cite

Rocks Really Rock: electronic field trips via Web Google Earth can generate positive impacts in attitudes toward Earth sciences in middle- and high-school students

Ortiz-Guerrero,

Loizzo

2024

Geosci. Commun.

View full text Add to dashboard Cite

Abstract. Earth sciences (ESs) are relevant to society and its relationship with the Earth system. However, ES education in K-12 environments in the United States faces several challenges, including limited exposure to ESs, lack of awareness of ES careers, and low ES literacy. International associations have recognized these challenges and recommended that Earth scientists improve the public's perception of the relevance of ES. In recent years, informal science communication and outreach platforms such as the Streaming Science model of electronic field trips (EFTs), which connect K-12 classrooms with science, engineering, technology, and mathematics (STEM) professionals, have gained popularity as an educational technology tool. EFTs are inexpensive, have spatiotemporal benefits, and have proven an effective informal science education pathway for introducing STEM content into formal classrooms to increase positive attitudes and interest in STEM careers. Nevertheless, EFTs in ES for K-12 environments have not been widely disseminated, and their impact on ES education has yet to be studied. This study presents the creation and implementation of an EFT in geology called “Rocks Really Rock: An Electronic Field Trip across Geological Time.” The program was implemented in seven schools in spring 2022. The EFT was built in Web Google Earth and had six stops that featured prerecorded videos recorded in different locations in Idaho (USA). The lead presenter or author used multimedia and science communication strategies such as storytelling to develop and teach concepts related to geological time, rock formation, and landscape-forming geological processes. The content aligned with four specific topics listed in the National Science Foundation's Earth Sciences Literacy Principles and intersected with the Next Generation Science Standards for middle-school classrooms. Participating students (n=120) completed a post-assessment after the program implementation to evaluate its impact. Results showed that the EFT positively impacted students' attitudes toward geology, geology careers, and perceptions of geology literacy. We identified the three main factors that determined a positive attitude change in K-12 students toward ES: (1) the use of videos and the Web Google Earth platform to create outreach materials for K-12 students, (2) the use of storytelling to craft the content of an EFT, and (3) the asynchronous interactions between teacher, student, and scientist. The results indicated a statistically significant positive change in attitudes toward geology, suggesting that participating in the EFT increased students' positive attitudes toward ES. These findings demonstrate the potential of expanding EFT to other ES fields and reaching middle- and high-school students. We suggest that EFTs are effective outreach tools that can address the challenges in ES education and that can be extended to other ES areas and distributed to students in middle, high, and home schools to support science educators in ES education.

show abstract

Conservation conversation: an arts-based approach to examine impacts of a live video webcast on youth viewers’ conceptualizations of forest ecosystems

Cited by 3 publications

References 29 publications

Rocks Really Rock: Generating positive impacts in middle and high school students’ attitudes toward geology via Web Google-Earth electronic field trips

Rocks Really Rock: Generating positive impacts in middle and high school students’ attitudes toward geology via Web Google-Earth electronic field trips

Restore the shore: online STEM engagement impacts on youths’ conceptualizations of living shorelines and connection to water

Rocks Really Rock: electronic field trips via Web Google Earth can generate positive impacts in attitudes toward Earth sciences in middle- and high-school students

Contact Info

Product

Resources

About