Digital Story Map Learning for STEM Disciplines

Autor/inn/en	Groshans, Garth; Mikhailova, Elena; Post, Christopher; Schlautman, Mark; Carbajales-Dale, Patricia; Payne, Kayla
Titel	Digital Story Map Learning for STEM Disciplines
Quelle	In: Education Sciences, 9 (2019), Artikel 75 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Schlautman, Mark) ORCID (Carbajales-Dale, Patricia) ORCID (Payne, Kayla)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	STEM Education; Educational Technology; Technology Uses in Education; Teaching Methods; Story Telling; Maps; Climate; Soil Science; Gender Differences; Instructional Program Divisions; Majors (Students); Instructional Effectiveness; Student Attitudes; Undergraduate Students; Geographic Information Systems; South Carolina + Suchen Sie Ihr Suchwort? STEM; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Map; Karte; Klima; Bodenkunde; Geschlechterkonflikt; Unterrichtserfolg; Schülerverhalten
Abstract	Modern technological advances and trends require new pedagogy and delivery of mapping materials to prepare the future workforce in the disciplines of Science, Technology, Engineering, and Mathematics (STEM) for an increasingly technology-dominated society. The purpose of this study was to develop an Environmental Systems Research Institute (ESRI) Story Map "Soil Forming Factors: Climate" for multiple STEM disciplines based on the design guidelines from the Cognitive Theory of Multimedia Learning (CTML). The study incorporated a two-group post-test only design that utilized multiple methods of analysis, including a quality assessment of the ESRI Story Map using the five principles of effective storytelling, direct quantitative measures of learning (quiz), and surveys of participants' perceptions (PowerPoint presentation versus ESRI Story Map) using QualtricsTM. Survey results were summarized by gender, academic classification (year), and academic major program. The newly developed ESRI Story Map was an effective teaching tool as demonstrated by quiz scores and students' positive responses. Post-testing scores indicated that ESRI Story Maps were an effective way to learn and were viewed as effective as traditional teaching methods (e.g., PowerPoint). Additionally, students reported feeling comfortable using ESRI Story Maps. These positive responses were consistent by gender, major, and academic classification (year). This research indicates that adding audio may improve the use of this ESRI Story Map for educational concept delivery. Empirical studies such as this that include multifaceted quantitative and qualitative assessments are critical to understanding the benefits of new types of multimedia learning in an educational setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01