Community Science, Storytelling, or Inquiry-Based Learning? Evaluating Three Technology-Enhanced Pedagogical Approaches in an Online Botany Course

Autor/inn/en	Valle, Natercia; Antonenko, Pavlo; Endara, Lorena; Davis, Ellen Christine; Somarriba, Gabriel; Sessa, Emily; Luo, Feiya; Carey, Sarah; Dogan, Selçuk; Burleigh, John Gordon; McDaniel, Stuart
Titel	Community Science, Storytelling, or Inquiry-Based Learning? Evaluating Three Technology-Enhanced Pedagogical Approaches in an Online Botany Course
Quelle	In: American Biology Teacher, 83 (2021) 8, S.513-520 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Botany; Science Instruction; Online Courses; Inquiry; Active Learning; Story Telling; Technology Uses in Education; Teaching Methods; College Science; Undergraduate Students; Student Attitudes; Gender Differences; Positive Attitudes; Community Involvement; Scientific Attitudes + Suchen Sie Ihr Suchwort? Botanik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Online course; Online-Kurs; Aktives Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Geschlechterkonflikt
Abstract	This study explored how the use of three different pedagogical frameworks (community science, storytelling, and inquiry-based learning) influenced learners' awareness and appreciation of flagellate plants in an undergraduate online botany course. Students' opinions, attitudes, and perceptions toward science were explored using the Classroom Undergraduate Research Experience survey. Qualitative and quantitative results indicated that although most students appreciated all three activities, the storytelling activity produced the most positive perceptions of learning. Logistic regression analyses demonstrated that gender and attitudes toward science influenced student perceptions of the activities. Positive science attitudes predicted positive perceptions of the activities, and female students were more likely to report positive perceptions. These results suggest that as a pedagogical framework for organizing learning activities, storytelling holds potential for promoting positive attitudes toward science and science learning, particularly with female learners. (As Provided).
Anmerkungen	University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01