M5: Conduction Research on New Literacies

 For this project, I’m interested in examining digital tools and how they can be used to assist and improve student learning within the science classroom. There are various digital resources that can be used to enhance student learning. In the realm of Earth Science, my students often use their Chromebooks in the classroom when looking at simulations, websites, or for collecting information. However, there are far more ways digital tools can be implemented to incorporate digital literacy while also enhancing learning. While some tools may work for some students, they may not work for others. This is why it is important to keep in mind the “partialness of the perspectives” when considering incorporating various resources within the classroom (Gitomer & Crouse, 2017)

References:

Gitomer, D., & Crouse, K. (2017, November 9). Studying the use of research evidence: Methods and measures in a complex field. William T. Grant Foundation. https://wtgrantfoundation.org/studying-use-research-evidence-methods-measures-complex-field


Aksit, O., & Wiebe, E. N. (2020). Exploring Force and Motion Concepts in Middle Grades Using Computational Modeling: a Classroom Intervention Study. Journal of Science Education and Technology, 29(1), 65+. http://dx.doi.org.sunyempire.idm.oclc.org/10.1007/s10956-019-09800-z

Computational thinking and modeling are extremely important in the science realm. Due to the advancement and significance of technology in our world, students must be exposed to computational thinking and modeling. In this study, students used computational thinking (CT) and modeling to explore force and motion. Through incorporating CT and modeling, students displayed a more thorough understanding of force and motion. This article was particularly interesting to me because again, a large part of the New York State Science Learning Standards (NYSSLS) is incorporating computational models.

Chen, C.-H., Huang, K., & Liu, J.-H. (2020). Inquiry-Enhanced Digital Game-Based Learning: Effects on Secondary Students’ Conceptual Understanding in Science, Game Performance, and Behavioral Patterns. Asia-Pacific Education Researcher (Springer Science & Business Media B.V.), 29(4), 319–330. https://doi-org.sunyempire.idm.oclc.org/10.1007/s40299-019-00486-w

In this study, seventh grade students were split into experimental and control groups to see the effects of  game-based science learning. The game-based learning was paired with predict, observe, explain, in which students were required to first make predictions related to the provided problem, observe what happened in the game, and then finally, explain, in which students compared their predictions to their observations. Overall, students that participated in the experimental group showed a deeper understanding of the concepts explored in the study compared to those that were in the control group. 

Habiddin, H., Ashar, M., Hamdan, A., & Nasir, K. R. (2022). Digital Comic Media for Teaching Secondary School Science. International Journal of Interactive Mobile Technologies, 16(3), 159–166. https://doi-org.sunyempire.idm.oclc.org/10.3991/ijim.v16i03.28967

Habiddin et al., strongly emphasized the need to incorporate multimodal digital tools within the science setting in order to provide students with the necessary skills in a digital world. By incorporating digital comics in science classes, students are improving their media and science skills while also being creative through personalized learning. The goal of digital comics in this study was to explain science concepts through students creating their own graphics and comics. Overall, students responded positively to this. However, further research needs to be done to gain insight regarding the effectiveness of digital comics on students' knowledge of science concepts. 

McGlynn, K., & Kelly, J. (2019). Using technology to sensitively and sensibly meet students’ needs in the science classroom. Science Scope, 43(4), 22–27. https://www.jstor.org/stable/26899096

Within the classroom, there are various resources and tools that can be incorporated to reach the needs of every learner. McGlynn and Kelly explored the various tools such as text read alouds, or implementing digital means to provide students with immediate feedback. By expanding upon such resources that are readily available to us, our students will benefit. This article touched upon simple ways in which we can elevate the tools we already have access to in order to best reach our students. 

Rosenberg, J. M., Schultheis, E. H., Kjelvik, M. K., Reedy, A., & Sultana, O. (2022). Big data, big changes? The technologies and sources of data used in science classrooms. British Journal of Educational Technology, 53(5), 1179–1201. https://doi-org.sunyempire.idm.oclc.org/10.1111/bjet.13245

Rosenberg and Schultheis focused their studies on how science classrooms utilize technology to analyze data. With so much data being created and studied digitally, it would be practical to transfer such skills and practices into science classrooms. A big push from this comes from the Next Generation Science Standards, in which analyzing and interpreting data are a huge part of the standards. One way to transfer such skills into the classrooms is through incorporating spreadsheets instead of the traditional pen and paper. I found this article intriguing as New York State adapted their own NGSS standards (NYSSLS). This was the first year I fully immersed myself in the standards for the whole duration of the school year, so this article was especially relevant.


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