Learning Science in Grades 3-8 Using Probeware and Computers: Findings from the TEEMSS II Project

Autor/inn/en	Zucker, Andrew A.; Tinker, Robert; Staudt, Carolyn; Mansfield, Amie; Metcalf, Shari
Titel	Learning Science in Grades 3-8 Using Probeware and Computers: Findings from the TEEMSS II Project
Quelle	In: Journal of Science Education and Technology, 17 (2008) 1, S.42-48 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-007-9086-y
Schlagwörter	Mathematical Models; Effect Size; Virtual Classrooms; Grade 7; Grade 5; Climate; Grade 3; Mathematics Instruction; Computer Software; Computer Uses in Education; Grade 4; Grade 6; Grade 8; Elementary School Science; Secondary School Science; Middle Schools; Educational Technology; Inquiry; Science Experiments; Comparative Analysis; Science Achievement; Motion; Energy; Program Effectiveness; Acoustics + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; School year 07; 7. Schuljahr; Schuljahr 07; School year 05; 5. Schuljahr; Schuljahr 05; Klima; School year 03; 3. Schuljahr; Schuljahr 03; Mathematics lessons; Mathematikunterricht; Computernutzung; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Mittelschule; Mittelstufenschule; Unterrichtsmedien; Bewegungsablauf; Energie; Akustik
Abstract	The Technology Enhanced Elementary and Middle School Science II project (TEEMSS), funded by the National Science Foundation, produced 15 inquiry-based instructional science units for teaching in grades 3-8. Each unit uses computers and probeware to support students' investigations of real-world phenomena using probes (e.g., for temperature or pressure) or, in one case, virtual environments based on mathematical models. TEEMSS units were used in more than 100 classrooms by over 60 teachers and thousands of students. This paper reports on cases in which groups of teachers taught science topics without TEEMSS materials in school year 2004-2005 and then the same teachers taught those topics using TEEMSS materials in 2005-2006. There are eight TEEMSS units for which such comparison data are available. Students showed significant learning gains for all eight. In four cases (sound and electricity, both for grades 3-4; temperature, grades 5-6; and motion, grades 7-8) there were significant differences in science learning favoring the students who used the TEEMSS materials. The effect sizes are 0.58, 0.94, 1.54, and 0.49, respectively. For the other four units there were no significant differences in science learning between TEEMSS and non-TEEMSS students. We discuss the implications of these results for science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10