Literaturnachweis - Detailanzeige
| Autor/inn/en | Adedokun, Omolola A.; Liu, Jia; Parker, Loran Carleton; Burgess, Wilella |
|---|---|
| Titel | Meta-Analytic Evaluation of a Virtual Field Trip to Connect Middle School Students with University Scientists |
| Quelle | In: Journal of Science Education and Technology, 24 (2015) 1, S.91-102 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1059-0145 |
| DOI | 10.1007/s10956-014-9524-6 |
| Schlagwörter | Virtual Classrooms; Field Trips; Middle School Students; College Students; College School Cooperation; Scientists; Scientific Attitudes; Student Attitudes; Statistical Significance; Computer Simulation; Teaching Methods; Attitude Measures; Science Activities; Educational Practices; Educational Strategies; Affective Objectives |
| Abstract | Although virtual field trips are becoming popular, there are few empirical studies of their impacts on student outcomes. This study reports on a meta-analytic evaluation of the impact of a virtual field trip on student perceptions of scientists. Specifically, the study examined the summary effect of zipTrips broadcasts on evaluation participants' perceptions of scientists, as well as the moderating effect of program type on program impact. The results showed statistically significant effect of each broadcast, as well as statistically significant summary (combined) effect of zipTrips on evaluation participants' perceptions of scientists. Results of the moderation analysis showed that the effect was greater for the students that participated in the evaluation of the 8th grade broadcasts, providing additional insight into the role of program variation in predicting differential program impact. This study illustrates how meta-analysis, a methodology that should be of interest to STEM education researchers and evaluation practitioners, can be used to summarize the effects of multiple offerings of the same program. Other implications for STEM educators are discussed. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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