Uncovering the Potential: The Role of Technologies on Science Learning of Middle School Students

Abstract

There is, no doubt, untapped potential in using technological tools to enhance the understanding of science concepts. This study examines the potential by observing 7th and 8th grade middle school students_ (n=23) use of portable data collection devices in a nine-week elective class, Exploring Technologies. Students_ use of the data collection devices and subsequent interactions were traced through audiocassette and videocassette recordings, field notes, and student artifacts. The culminating activity for the course was a scientific investigation that required students to use the technologies to answer student-selected research questions. To illustrate the use of technology as a mediatory tool, an inquiry investigation of three student groups is described. In examining the three groups of middle school students the researchers encountered specific evidence of technology maximizing students_ science learning. The students were able to use the portable data collection devices in their investigations as they discussed scientific ideas related to temperature and heat. The study_s findings indicated that the three student groups were able to use the tools to conduct scientific inquiry and engage in scientific discourse. Further research on instructional approaches that allow students to develop expertise by using technology as tools to construct knowledge about complex phenomena is encouraged.

Effect of Technology-Embedded Scientific Inquiry on Senior Science Student Teachers’ Self-Efficacy

“…Similarly, for Technology-Embedded Scientific Investigation, several studies have integrated diverse technologies into scientific investigation areas, e.g. Web-based Inquiry Science Environment (WISE) (Linn, Clark & Slotta, 2003), Microcomputer-Based Laboratory (MBL) (Adams & Shrum, 1990), graphing technology and data collecting devise (Lapp & Cyrus, 2000), Knowledge Integration Environment (KIE) (Bell & Linn, 2000), Calculator-Based Ranger Activities (CBR) (Kwon, 2002), Multi user virtual environment (MUVE) design (Nelson, Ketelhut, Clarke, Bowman & Dede, 2005), Case-based Computerized Lab (Dori & Sasson, 2008), (Aydeniz, Baksa & Skinner, 2010;Schwartz, Lederman & Crawford, 2004), Scientific Inquiry Technologies (Friedrichsen, Munford & Orgill, 2006), Environmental Research Projects with Innovative Technology (Ebenezer et al, 2011;Ebenezer, Columbus, Kaya, Zhang & Ebenezer, 2012), subject based scientific inquiry (Reid-Griffin & Carter, 2008). As the third hallmark of the TESI model embeds various technologies into scientific communication in order to communicate and share participants' ideas with peers and experts, a few studies have been conducted on this aspect of the TESI model with different focihigher-order thinking and discussion through the Malaria Project with Web-based Inquiry Science Environment (WISE) (Tal & Hockberk, 2003), online discussion with the SpeakEasy in Knowledge Integration Environment (KIE) (Hoadley & Linn, 2000), WebCT Bulletin dialogues (Ebenezer, Lugo, Beirnacka & Puvirajah, 2003;Liang, Ebenezer & Yost, 2010), computer-mediated epistemic dialogue (Vries, Lund & Baker, 2002) and discourse, interaction patterns and scientific reasoning complexity on constructed mental models of matter (Hogan, Loughran & Nielsen, 2010).…”

The Curriculum and Community Environmental Restoration Science (STEM + Computer Science) Project – Attaining a STEM Mindset Through Improved Technological Ability

“…As CCERS STEM + C promotes technological ability in students, it seems that the increase in technological ability helps build science self-efficacy. Studies have shown that technology helps to improve students' science learning, increasing their sense of competency (Reid-Griffin & Carter, 2008). This may improve students' learning overall, as incorporating new information technologies may lead to more efficient and effective education (Lòpez-Pèrez, et al, 2013).…”

“…Student collaborations as demonstrated in this project involve problem identification, data analysis, and problem-solving activities using computer software which according to research sources contributes to developing data collection and analysis skills (Reid-Griffin & Carter, 2008). Educators use the materials and data accessed through the digital platform to inform curricula design, by learning from other educators and participants in the process.…”

Engaging students in environmental research projects: Perceptions of fluency with innovative technologies and levels of scientific inquiry abilities

“…Studies on computer‐based laboratories (e.g., Adams & Shrum, 1990; Dori & Sasson, 2008) and, more recently, hand‐held computer connected to probes or calculator‐based laboratory learning (Griffin & Carter, 2008; Kwon, 2002) have focused primarily on the effect of student graphing abilities. For example, Dori and Sasson (2008) developed computerized laboratory with a focus on scientific inquiry and comprehension.…”

“…Assessment of students' graphing and chemical understanding‐retention skills indicated significant improvement. More pertinent to the study at hand is the work of Griffin and Carter (2008). These two researchers demonstrated that students were able to use the portable data collection devices and tools to conduct scientific inquiry and engage in scientific discourse related to the concepts of temperature and heat.…”