Using Apps to Support Disciplinary Literacy and Science Learning

Castek, Jill; Beach, Richard

doi:10.1002/jaal.180

Cited by 66 publications

(45 citation statements)

References 9 publications

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“…observations) on several channels (Mayer, 2001). This transfer of data between verbal and visual channel helps to recognise the potentials of multimodal representations and urges the students from just interpreting data to convincing others by providing evidence (Castek & Beach, 2013).…”

Section: Multimedia Supportmentioning

confidence: 99%

“…For multimedia scaffolding, the cognitive theory of multimedia learning (CTML; Mayer, 2001) provided a framework of design principles to scaffold the experimentation process through the integration of multimedia tools (Castek & Beach, 2013). Furthermore, research on teacher students' experimentation competency reveals the necessity to include metacognitive guidance for planning, monitoring and self-reflecting on the experimentation process (Hilfert-Rüppell et al, 2013).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Thus, cognitive load in the experiment is reduced since space in the working memory is not occupied by procedures of documentation that could be automated. Furthermore, documentation in a movie provides multimodality (Castek & Beach, 2013). Multimodal representations help students to access information by reducing complexity (Bell et al, 2010).…”

Section: Multimedia Supportmentioning

confidence: 99%

“…Video journaling considers the affordances of multimodality in two selected apps (movie making and picture annotating) for the experimentation processes and mediates scientific literacy (Castek & Beach, 2013). Documenting the inquiry process in a lab journal is an important tool for reflecting on it.…”

Section: Multimedia Inquiry Supportmentioning

confidence: 99%

“…But experimentation is a cognitively complex problem-solving process (Klahr & Dunbar, 1988;Mayer, 2007), which is why scaffolding the learning process when doing experiments is necessary (Hmelo-Silver, Duncan, & Chinn, 2007). With this cognitive, metacognitive and multimedia measures of scaffolding can be distinguished: Multimedia tools seem promising to reduce cognitive load and facilitate reflection on the experimentation process (Bell, Urhahne, Schanze, & Ploetzner, 2010;Castek & Beach, 2013). Furthermore, applying methods of scientific inquiry requires planning, monitoring and self-reflecting learning strategies, in short metacognitive strategies.…”

Section: Introductionmentioning

confidence: 99%

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Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

Bruckermann

Aschermann

Bresges

et al. 2017

International Journal of Science Education

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Promoting preservice science teachers' experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students' experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year.Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N = 16). Independent observers rated preservice teachers' group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.

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Section: Multimedia Supportmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Multimedia Supportmentioning

confidence: 99%

Section: Multimedia Inquiry Supportmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

Bruckermann

Aschermann

Bresges

et al. 2017

International Journal of Science Education

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Technology for Reading and Writing Motivation

Martinez-Alba

Cruzado-Guerrero

2019

The TESOL Encyclopedia of English Language Teaching

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Providing students with an engaging environment where they want to learn can be a positive challenge. By keeping our students' ability levels, interests, language proficiencies, ages, cultures, and backgrounds in mind we can begin to work toward this goal. The Universal Design for Learning principles can help teachers by providing a structure that includes objectives, strategies, materials, and assessment to meet the needs of various learners. Moreover, providing choice with students' backgrounds and abilities in mind while using different technologies can be a constructive step in creating a supportive environment. As technology evolves, teachers can also build their knowledge to assist students in learning reading and writing skills with the most current advances using the International Society for Technology in Education (ISTE) standards. These can help students learn to read and write in a motivating manner, while also teaching them about tools that can help them in their future classes and careers.

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Close Reading as an Intervention for Struggling Middle School Readers

Fisher¹,

Frey²

2014

J Adolesc Adult Liter

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Thousands and thousands of middle school students around the world participate in reading intervention programs, many that are very expensive with limited effectiveness. We wanted to know if an after‐school intervention focused on close reading procedures could improve student achievement. Close reading of complex text involves annotations, repeated reading, text‐dependent questions, and discussions. This manuscript reports on 75 students in grades 7‐8 who received the close reading intervention and compares their outcomes with 247 students who received a traditional intervention. Results suggest that close reading can be an effective intervention, with significant increases in student attendance, self‐perception, and achievement.

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Using Apps to Support Disciplinary Literacy and Science Learning

Abstract: This article showcases apps that help students access information, interpret and share information, and create multimedia products. Classroom examples illustrate how to use these tools strategically to enhance learning.Jill Castek is an assistant professor

Cited by 66 publications

References 9 publications

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

Technology for Reading and Writing Motivation

Close Reading as an Intervention for Struggling Middle School Readers

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