Improving Underrepresented High School Chemistry Students' Sub-Microrepresentations through a Technology-Supported Desalinator Design Project

Autor/in	Donnelly, Dermot Francis
Titel	Improving Underrepresented High School Chemistry Students' Sub-Microrepresentations through a Technology-Supported Desalinator Design Project
Quelle	(2017), (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High School Students; Disproportionate Representation; Chemistry; Science Instruction; Student Attitudes; Active Learning; Student Projects; Web Based Instruction; Natural Resources; Water; Natural Disasters; Weather; Urban Schools; Adolescents; Technology Integration; Advanced Placement Programs; California + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Aktives Lernen; Schulprojekt; Web Based Training; Natural Ressource; Natürliche Ressource; Wasser; Natural disaster; Naturkatastrophe; Wetter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kalifornien
Abstract	There are few examples of NGSS specific projects at the high school level, particularly those linking chemistry and engineering practices. Further, there are few studies that provide concrete examples of how such projects can support students' submicrorepresentations (SMRs). This study reports on the implementation of an NGSS-aligned technology-supported desalinator project to improve the SMRs of 173 high school chemistry students from underrepresented backgrounds. Research methods included pre/post tests, student questionnaires, and observations. The use of the technology-supported project produced significant student learning gains for a number of pre/post items, but also illustrated areas for improvement in the design of the project. Findings on students' views of project-based learning and the use of technology to support their learning are also presented. (As Provided).
Anmerkungen	AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01