Examining Middle School Students’ Gestures on Geological Field Trips

Choi, Yoon-Sung; Choe, Seung-Urn; Kim, Chan-Jong

doi:10.1163/23641177-bja10002

Cited by 2 publications

(1 citation statement)

References 27 publications

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“…Outreach refers to the activities or processes whose main objective is to promote awareness of STEM in real life, the pursuit of STEM careers, and to motivate non-experts to learn STEM topics (Crawford et al, 2021;Jeffers et al, 2004;Vennix et al, 2017). Outreach can use scicomm strategies to achieve these goals because they have the potential to increase non-expert science-learners' comprehension (literacy), interest, and engagement (Dahlstrom, 2014), and can be used to increase positive attitudes toward STEM subjects and careers (Burns et al, 2003;Choi et al, 2020;Schmidt & Kelter, 2017).…”

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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

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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.

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mentioning

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

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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.

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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

Examining Middle School Students’ Gestures on Geological Field Trips

Cited by 2 publications

References 27 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

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

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