Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students

被引:19
作者
Zheng, Binbin [1 ]
Warschauer, Mark [2 ]
Hwang, Jin Kyoung [2 ]
Collins, Penelope [2 ]
机构
[1] Michigan State Univ, E Lansing, MI 48824 USA
[2] Univ Calif Irvine, Irvine, CA 92697 USA
关键词
One-to-one laptop; Interactive science software; Science achievement; Scientific inquiry; At-risk learners; ENGLISH-LANGUAGE LEARNERS; TECHNOLOGY; INQUIRY; IMPLEMENTATION; ACHIEVEMENT; IMPACT; SIMULATIONS; LITERACY; SUCCESS; URBAN;
D O I
10.1007/s10956-014-9489-5
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students' science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students' state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners' scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students' motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students' science achievement, scaffolding students' scientific understanding, and strengthening students' motivation to pursue STEM-related careers.
引用
收藏
页码:591 / 603
页数:13
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