Using Technology-Enhanced Inquiry-Based Instruction to Foster the Development of Elementary Students’ Views on the Nature of Science

Schellinger, Jennifer; Mendenhall, Anne; Alemanne, Nicole D.; Southerland, Sherry A.; Sampson, Victor; Marty, Paul F.

doi:10.1007/s10956-019-09771-1

Cited by 15 publications

(13 citation statements)

References 55 publications

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“…Of the studies that reported on racial demographics, the participants were diverse and typically numbered in the highest percentage of the students being White, then Black, then Latinx, then other. Nine of the studies reported on the socio-economic status of the participants [ 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 ].…”

Section: Resultsmentioning

confidence: 99%

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Informal STEM Learning for Young Children: A Systematic Literature Review

Alexandre

Washington-Nortey

et al. 2022

IJERPH

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Studies show that children spend considerable time engaged in informal learning outside of educational settings. Informal educational settings such as museums can provide a variety of opportunities to engage children in STEM learning and scientific discovery, which can increase school readiness. Research has also determined an achievement gap in students from low socio-economic backgrounds and in students who are dual language learners. The literature shows that this gap begins even before children enter formal schooling. This systematic review serves two purposes: to explore the impact of informal STEM learning (ISL) on school readiness and to examine the relationship between ISL and children’s social-emotional development, particularly in children who are dual language learners. Using PRISMA procedures, we identified 36 eligible studies in this systematic review. The findings illuminate the important role of parents and/or caregivers and the quality of design and interventions used at ISL sites, such as museums and zoos, on how ISL can impact school readiness for preschoolers. No research was found to specifically address the impact of ISL on school readiness for children who are dual language learners. The implications from the findings suggest that further research is needed on ISL for young children, particularly considering the dearth in research on young dual language learners. The implications further suggest that parents, ISL site designers, facilitators, and educators can benefit from learning about the impact of ISL on school readiness.

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Section: Resultsmentioning

confidence: 99%

“…(2019) [43] Technology-rich, inquiry instruction across formal and informal settings can shape elementary students' views of some aspects of NOS…”

Section: Author(s) Main Findingsmentioning

confidence: 99%

Informal STEM Learning for Young Children: A Systematic Literature Review

Alexandre

Washington-Nortey

et al. 2022

IJERPH

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“…All HE students were subjected to intensive use and overexposure to ICT during these activities. Nonetheless, the use of digital tools can improve academic learning, through increased student involvement in their education [15,16]. Moreover, students that use mobile devices and digital tools for learning gain higher levels of digital literacy and training than those who use traditional resources [17].…”

Section: New Learning Spaces and Ictmentioning

confidence: 99%

Students’ E-Learning Domestic Space in Higher Education in the New Normal

et al. 2022

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The objective of this study is two-fold. Firstly, to analyse and discover the ability of HE students to use the physical home context for e-learning via ICT during the new normal; and secondly, to ascertain the underlying patterns of the adequacy of such domestic spaces. The authors offer a multidisciplinary approach combining pedagogic, architectural backgrounds with considerable experience in didactics, organization management of education, and ICT applied to education. A qualitative, arts-based research methodology that analyses photographs was used. A total of 220 domestic work environment photographs sent by higher education students were analysed. Results and conclusions show that students are able to attend virtual classrooms in a domestic atmosphere. Bedrooms and studies are usually the most-used spaces. Laptops and smartphones are the most frequent central hubs of student learning sessions. Students use other training resources (desktop computers, tablets, etc.) to supplement the most common digital devices. An intense relationship is observed between Space (bedroom and other rooms) and the Sofa and Beds variables, while a moderate one is observed between Age and Care items. The relationship between other variables is weak or non-existent.

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“…One of the intended benefits of situated, contextualized learning is improved retention of knowledge and learning transfer because learning within an authentic context helps the learner form stronger connections with later situations when acquired knowledge might be useful (National Research Council, 2000). Also Schellinger, Mendenhall, and Alemanne (2019) have reported that learner engagement in technology‐enhanced inquiry activities that occur in informal and formal settings when supported through explicit instruction focusing on metacognitive and social knowledge construction, can improve learners’ understanding about the nature of science.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Designing learning experiences for outdoor hybrid learning spaces

Mettis¹,

Väljataga²

2020

Brit J Educational Tech

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With the support of various personal and institutional mobile technologies, numerous physical and virtual spaces can be turned into interesting and motivating hybrid learning settings. By its nature, outdoor mobile learning happens on the move is connected to specific locations and settings inviting learners to study their surroundings, inquire about natural phenomena and solve complex real‐life problems. This poses challenges for teachers to design meaningful, contextualized and comprehensive learning experiences. The paper aims to explore what kind of mobile learning scenarios K‐12 teachers create and what are the limitations and development perspectives of these scenarios. Content analysis of 25 location‐based outdoor learning tracks with 465 questions and tasks was carried out. The results demonstrate that designing and implementing learning activities outside the safe, familiar classroom environment in new hybrid learning spaces is a challenging task for the teachers on many different levels. Taking Bloom’s revised taxonomy, types of contextualization and integrated learning models as frameworks for content analysis of the learning scenarios, the study shows that the teachers do not perceive the potential hybrid spaces and mobile technologies offer in order to design consistent learning experiences that emphasize higher order thinking levels, encompass contextual information and integrate knowledge from multiple disciplinary sources. The paper concludes that there is a need for more teacher training and systemic interventions into current teaching practices that encourage teachers to step outside of their existing teaching paradigms to acknowledge the pedagogical potential of hybrid learning spaces as well as the technological affordances.

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Using Technology-Enhanced Inquiry-Based Instruction to Foster the Development of Elementary Students’ Views on the Nature of Science

Cited by 15 publications

References 55 publications

Informal STEM Learning for Young Children: A Systematic Literature Review

Informal STEM Learning for Young Children: A Systematic Literature Review

Students’ E-Learning Domestic Space in Higher Education in the New Normal

Designing learning experiences for outdoor hybrid learning spaces

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