scholarly journals Students as storytellers: mobile-filmmaking to improve student engagement in school science

2019 ◽  
Vol 18 (05) ◽  
pp. A04 ◽  
Author(s):  
Kaitlyn Martin ◽  
Lloyd Davis ◽  
Susan Sandretto
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Mobile Devices ◽  
Science Communication ◽  
Communication Strategies ◽  
School Science ◽  
School Experience ◽  
Science Technology ◽  
Successful Science ◽  
Literate Society

Student engagement is an important predictor of choosing science-related careers and establishing a scientifically literate society: and, worryingly, it is on the decline internationally. Conceptions of science are strongly affected by school experience, so one strategy is to bring successful science communication strategies to the classroom. Through a project creating short science films on mobile devices, students' engagement greatly increased through collaborative learning and the storytelling process. Teachers were also able to achieve cross-curricular goals between science, technology, and literacy. We argue that empowering adolescents as storytellers, rather than storylisteners, is an effective method to increase engagement with science.

Integrating iPads in Middle School Science Instruction

TPACK ◽  
2019 ◽  
pp. 307-323
Author(s):  
Lana M. Minshew ◽  
Janice L. Anderson
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Instructional Practices ◽  
Mobile Devices ◽  
Instructional Coaching ◽  
Middle Grades ◽  
School Science ◽  
Coaching Model ◽  
Teacher Coaching ◽  
Drill And Practice

With the appropriate support and experience, iPads and other mobile devices can be used for collaborative scientific inquiry moving beyond individual skill practice and assessment appropriations. The mobility and access the iPad provides opens up the classroom for innovative instructional practices, allowing students to physically explore their world, though the devices themselves are not enough to guarantee student engagement and learning. The Gradual Increase of Responsibility (GIR) model for teacher coaching (Collet, 2008) is used as the instructional coaching model of professional development. Through GIR, coaches model, make recommendations, ask probing questions, and affirm teachers' decisions over the course of several months to increase the teacher's independence in using technology to transform instruction for students. This study aims to examine how middle grades teachers' integration of one-to-one technology moves beyond drill and practice and using apps as extension activities.

Integrating iPads in Middle School Science Instruction

2017 ◽  
pp. 42-58
Author(s):  
Lana M. Minshew ◽  
Janice L. Anderson
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Instructional Practices ◽  
Mobile Devices ◽  
Instructional Coaching ◽  
Middle Grades ◽  
School Science ◽  
Coaching Model ◽  
Teacher Coaching ◽  
Drill And Practice

With the appropriate support and experience, iPads and other mobile devices can be used for collaborative scientific inquiry moving beyond individual skill practice and assessment appropriations. The mobility and access the iPad provides opens up the classroom for innovative instructional practices, allowing students to physically explore their world, though the devices themselves are not enough to guarantee student engagement and learning. The Gradual Increase of Responsibility (GIR) model for teacher coaching (Collet, 2008) is used as the instructional coaching model of professional development. Through GIR, coaches model, make recommendations, ask probing questions, and affirm teachers' decisions over the course of several months to increase the teacher's independence in using technology to transform instruction for students. This study aims to examine how middle grades teachers' integration of one-to-one technology moves beyond drill and practice and using apps as extension activities.

scholarly journals Pelatihan Pembelajaran STEAM bagi Guru IPA SMP di Kalimantan Timur

2021 ◽  
Vol 3 (4) ◽  
pp. 447
Author(s):  
Shelly Efwinda ◽  
Riskan Qadar ◽  
Nita Rananda ◽  
Fanzuruni Fauhatun Mabrurah ◽  
Rahman Setiyawan
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Positive Response ◽  
School Science ◽  
High School Science ◽  
East Kalimantan ◽  
Science Technology ◽  
Post Test ◽  
Training Activities

Tujuan Pelatihan Pembelajaran STEAM bagi Guru IPA SMP di Kalimantan Timur adalah agar guru dapat memiliki keterampilan membuat proyek pembelajaran IPA jenjang SMP dan sederajat dengan mengintegrasikan bidang Science, Technology, Engineering, Art. dan Mathematics. Pelatihan diselenggarakan selama lima hari, mulai tanggal 22 hingga 26 Juni 2021 dan diikuti oleh 10 guru IPA SMP dan sederajat di Kalimantan Timur. Indikator keberhasilan kegiatan dirumuskan: 1) 80% peserta atau sebanyak 8 peserta hadir dalam pelatihan, 2) terlaksananya seluruh kegiatan pelatihan, 3) 70% peserta atau sebanyak 7 peserta mampu membuat proyek STEAM dan menyusun laporan; serta 4) respon positif dari peserta kegiatan. Instrumen yang digunakan antara lain soal pre-test dan post-test pemahaman pembelajaran berbasis STEAM serta angket respon peserta. Adapun tahapan pelaksanaan kegiatan pelatihan meliputi: 1) Tahap persiapan; 2) Tahap pelaksanaan; 3) Tahap monitoring, evaluasi dan pelaporan. Hasil evaluasi menunjukkan kegiatan pelatihan mencapai seluruh indikator keberhasilan kegiatan yaitu: 1) seluruh peserta yang diundang hadir dalam pelatihan yaitu sebanyak 10 orang, 2) seluruh kegiatan pelatihan dapat terlaksana sesuai jadwal, 3) 80% peserta mampu membuat proyek dan menyusun laporan yaitu sebanyak 8 orang, serta 4) diperoleh respon positif dari peserta kegiatan, hasil angket respon berada pada kategori sangat baik dengan persentase sebesar 95%. The purpose of the STEAM Learning Training for Junior High School Science Teachers in East Kalimantan is to have the skills to create science learning projects by integrating the fields of Science, Technology, Engineering, Art. and Mathematics. The training was held for five days, from 22 to 26 June 2021 and was attended by ten junior high school science teachers in East Kalimantan. The indicators for the success of the activities were formulated: 1) 80% of participants or as many as 8 participants attended the training, 2) the implementation of all training activities, 3) 70% of participants or as many as 7 participants were able to do STEAM projects and compile reports, and 4) positive response from activity participants. The instruments used include pre-test and post-test questions on understanding STEAM-based learning and participant response questionnaires. Implementing the training activities includes 1) Preparation stage; 2) Implementation stage; 3) Monitoring, evaluation and reporting stages. The results of the evaluation show that the training activities achieved all indicators of activity success, namely: 1) all participants invited to attend the training were 10 participants, 2) all training activities were carried out according to schedule, 3) 80% of participants were able to do projects and compile reports, which amounted to 8 participants, and 4) a positive response was obtained from the activity participants, the results of the response questionnaire were in the very good category with a percentage of 95%. 

scholarly journals Ngāti Whakaue Iho Ake – An Iwi Science Education Exploration

2021 ◽  
Author(s):  
◽  
Hiria Stacey McRae
Keyword(s):  
Science Education ◽  
Student Engagement ◽  
Learning Styles ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Local Environment ◽  
Indigenous Communities ◽  
School Science ◽  
Secondary Science ◽  
Tribal Community

<p>This thesis aims to provide a pathway to improve Māori student engagement with science education. Internationally, some indigenous communities have worked with schools in the delivery of science programmes, resulting in positive indigenous student engagement. These outcomes show that together indigenous students, schools and indigenous communities can contribute to the development of their particular place when science programmes allow the exploration of self, relating to others, the local environment and the wider world. This thesis investigates the perceptions of Māori students, teachers and kaumātua of science education in the Māori tribal community of Ngāti Whakaue to identify how Ngāti Whakaue is recognised in school science programmes. Individual and focus group interviews were conducted with local Māori elders, Māori secondary science students, and secondary science teachers from six English and Māori medium secondary schools in Rotorua. Data analyses revealed that participant perceptions and experiences of place, science and the Māori culture were disconnected from Ngāti Whakaue, despite its rich potential as a setting for science education. Participants held diverse perceptions and views within and between groups, including student and teacher understandings of Māori culture, attitudes regarding the place of Māori culture and knowledge in science education, and preferences regarding teaching and learning styles. Findings are examined as to how schools and Ngāti Whakaue could work together to better support positive Māori student engagement with science education and suggestions are made about how these relationships could be improved.</p>

scholarly journals STEMroller: smashing stereotypes

2021 ◽  
Vol 20 (01) ◽  
pp. C06
Author(s):  
Helen Bayram ◽  
Karen Ironside
Keyword(s):  
Science Communication ◽  
Roller Derby ◽  
Science Technology ◽  
Do It Yourself ◽  
And Mathematics ◽  
Memorable Event

STEMroller events disrupt stereotypes surrounding STEM professionals within a neglected space in science communication; a sports hall. Roller derby inspired STEMroller, both the do-it-yourself culture and creating a space for women and genderqueer people to be themselves. Over 100 female and non-binary STEM professionals volunteered to put this event together for students aged 11–19. STEMroller includes networking with people from over 30 science, technology engineering and mathematics industries, watching roller derby and trying it out — albeit in socks not on wheels. STEMroller uses a pool of engaged volunteers to create a unique and memorable event. Feedback after the event was hugely positive.

The Importance of a Collaboratory

2018 ◽  
pp. 492-506
Author(s):  
George P. Banky
Keyword(s):  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Student Survey ◽  
Post Intervention ◽  
Computer Laboratory ◽  
Group Problem Solving ◽  
The Mean ◽  
Software Utility ◽  
Survey Responses

Researchers have identified active collaborative learning and membership in learning communities as factors that facilitate the engagement of learners. In the reported student engagement study, a commercially available software utility was used to establish such an environment in a computer laboratory. This chapter addresses the following issues: will collaborative learning result in more student engagement and what type of software will support such activity? The collected data includes anonymous survey responses, mean marks for assessable components, and tutorial attendance figures for 2011 (pre-intervention) and 2012 (post-intervention) and 2013 (modified content with post-intervention style delivery). Freeform responses in the anonymous student survey were positive towards the experience. In 2012 with respect to those of 2011, mean assignment and tutorial participation marks for the students improved, while those for other assessable components appeared to have worsened. Student engagement, as reflected in tutorial attendance and assignment marks, were better in 2012. In 2013, the study was repeated with the focus of the tutorials changed to group problem solving with the tutorial participation reflecting student contributions during such sessions. The mean marks for the exam, the laboratory participation and for the course improved over those for 2012 and 2011, respectively. The other means slightly improved over those for 2011 but were slightly worse for those for 2012.

Exploring the Challenges of Supporting Collaborative Mobile Learning

2011 ◽  
Vol 3 (4) ◽  
pp. 54-69 ◽  
Author(s):  
Jalal Nouri ◽  
Teresa Cerratto-Pargman ◽  
Johan Eliasson ◽  
Robert Ramberg
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Collaborative Problem Solving ◽  
Learning Activity ◽  
Task Structure ◽  
Related Information ◽  
Collaborative Skills ◽  
Task Structures ◽  
Asymmetrically Distributed

Mobile technology opens up opportunities for collaborative learning in otherwise remote contexts outside the classroom. A successful realization of these opportunities relies, however, on mobile learning activities providing adequate collaboration structures. This article presents an empirical study aimed at examining the role played by mobile devices, teachers and task structures as a means for collaborative learning in geometry. The study focused on the analysis of the nature of collaboration that unfolded when students measured areas outdoors in the field. The analysis of the mobile learning activity was conducted from an Activity theory perspective. The findings obtained indicate that the collaboration observed may be impaired if: 1) the functionalities needed for collaborative problem-solving are asymmetrically distributed on a number of mobile devices; 2) task-related information is not accessible to all learners; 3) the task structure is not sufficiently complex; 4) teacher scaffolding is too readily available; and 5) necessary collaborative skills are not developed.

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