Students as Virtual Scientists: An Exploration of Students' and Teachers' Perceived Realness of a Remote Electron Microscopy Investigation

Autor/inn/en	Childers, Gina; Jones, M. Gail
Titel	Students as Virtual Scientists: An Exploration of Students' and Teachers' Perceived Realness of a Remote Electron Microscopy Investigation
Quelle	In: International Journal of Science Education, 37 (2015) 15, S.2433-2452 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2015.1082043
Schlagwörter	High School Students; Secondary School Science; Science Instruction; Urban Schools; Science Process Skills; Laboratory Equipment; Technology Uses in Education; Experimental Groups; Control Groups; Attention Control; Electronic Learning; Likert Scales; Surveys; Qualitative Research; Statistical Analysis; Interviews + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Laborausstattung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Aufmerksamkeitstest; Likert-Skala; Survey; Umfrage; Befragung; Qualitative Forschung; Statistische Analyse; Interviewing; Interviewtechnik
Abstract	Remote access technologies enable students to investigate science by utilizing scientific tools and communicating in real-time with scientists and researchers with only a computer and an Internet connection. Very little is known about student perceptions of how real remote investigations are and how immersed the students are in the experience. This study, conducted with high school students and their teachers, explored the impact of students' perception of "ownership" and "virtual presence" during a remote investigation using a scanning electron microscope. Students were randomly assigned to one of two treatment groups: students able to select their own insect to use during the remote investigation, and students that did not select their own insects to view during the remote investigation. The results of this study showed that students in the experimental group who had choice and ownership of their insect reported being more present (less distracted) during the remote investigation than students in the control group, whereas students in the control group reported controlling the technology was easier than the experimental group. Students indicated the remote investigation was "very real"; however, the teachers of these students were less likely to describe the investigation as being "real". The results of this study have practical implications for designing remote learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01