6 research outputs found

    Tweet vs Status Update: Exploring Ways to Promote Collaborative Argumentation in an Online Classroom Setting

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    The focus of this study was to answer the following overarching question: How does a Twitter discussion format compare to a Facebook discussion format in terms of promoting collaborative argumentative discourse? Data analysis focused on the difference in amount of arguments, counter-arguments, reasons, and elaborations generated by participants between the two social media platforms. In addition, the impact of participant use of sentence openers on the amount of argument components was also examined. A Mann-Whitney statistical test was conducted to determine the differences between Twitter and Facebook groups in argument components across three small group discussion questions. The results of the test revealed there was a significant difference in the amount of argument components per discussion between Twitter and Facebook groups, with the Facebook groups including more argument components within their discourse. In addition, 15 participants were provided with a list of sentence openers. A content analysis was conducted on 319 tweets//postings. Although zero participants utilized the list, of the 15 participants provided sentence openers, 7 used variations (47%), with 5 in Facebook groups. Of the 12 participants not provided sentence openers, 4 used variations (33%), with 2 in Facebook groups. There was a small qualitative trend for the sentence opener groups to use variations, especially the Facebook participants. Based on these results, Facebook was identified as a viable tool to promote collaborative argumentation within an online discussion. What the results of this study determined is that the use of Facebook could be effectively incorporated into a full-semester online course

    The (un)political perspective on climate change in education – a systematic review

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    Mitigating and adapting to climate change requires foundational changes in societies, politics, and economies. Greater effectiveness has been attributed to actions in the public sphere than to the actions of individuals. However, little is known about how climate literacy programs address the political aspects of mitigation and adaptation. The aim of this systematic literature review is to fill this gap and analyze how public-sphere actions on mitigation and adaptation are discussed in climate literacy programs in schools. Based on database searches following PRISMA guidelines we identified 75 empirical studies that met our inclusion criteria. We found that central aspects of climate policy such as the 1.5-degree limit, the IPCC reports, or climate justice are rarely addressed. Whilst responsibility for emissions is attributed to the public sphere, the debate about mitigation usually focuses on the private sphere. Climate change education does not, therefore, correspond to the climate research discourse. We show that effective mitigation and adaptation are based on public-sphere actions and thus conclude that effective climate education should discuss those public actions if it is to be effective. Hence, we propose that climate education should incorporate political literacy to educate climate-literate citizens

    Promoting Andean children's learning of science through cultural and digital tools

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    Conference Theme: To see the world and a grain of sand: Learning across levels of space, time, and scaleIn Peru, there is a large achievement gap in rural schools. In order to overcome this problem, the study aims to design environments that enhance science learning through the integration of ICT with cultural artifacts, respecting the Andean culture and empower rural children to pursue lifelong learning. This investigation employs the Cultural-Historical Activity Theory (CHAT) framework, and the Design-Based Research (DBR) methodology using an iterative process of design, implementation and evaluation of the innovative practice.published_or_final_versio

    Engineering the Path to Higher-Order Thinking in Elementary Education: A Problem-Based Learning Approach for STEM Integration

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    As we progress into the 21st century, higher-order thinking skills and achievement in science and math are essential to meet the educational requirement of STEM careers. Educators need to think of innovative ways to engage and prepare students for current and future challenges while cultivating an interest among students in STEM disciplines. An instructional pedagogy that can capture students’ attention, support interdisciplinary STEM practices, and foster higher-order thinking skills is problem-based learning. Problem-based learning embedded in the social constructivist view of teaching and learning (Savery & Duffy, 1995) promotes self-regulated learning that is enhanced through exploration, cooperative social activity, and discourse (Fosnot, 1996). This quasi-experimental mixed methods study was conducted with 98 fourth grade students. The study utilized STEM content assessments, a standardized critical thinking test, STEM attitude survey, PBL questionnaire, and field notes from classroom observations to investigate the impact of problem-based learning on students’ content knowledge, critical thinking, and their attitude towards STEM. Subsequently, it explored students’ experiences of STEM integration in a PBL environment. The quantitative results revealed a significant difference between groups in regards to their content knowledge, critical thinking skills, and STEM attitude. From the qualitative results, three themes emerged: learning approaches, increased interaction, and design and engineering implementation. From the overall data set, students described the PBL environment to be highly interactive that prompted them to employ multiple approaches, including design and engineering to solve the proble

    Development and Testing of an Assessment to Measure Spatial Thinking about Enhanced Greenhouse Effect

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    Americans, in general, do not behave in environmentally sustainable ways. We drive cars and fly in planes that emit planet-warming carbon. We purchase food in nearly indestructible packaging that is not recycled or repurposed. We do not consider the environmental impact of the “stuff” stuffed into our grocery and department stores, most of which is made of materials that had to be dug out of the ground, leaving rivers and skies full of pollution in its place. Citizens have a responsibility to understand complex global and local environmental problems. A person’s ability to think about the way that an environmental problem they are tasked with understanding changes over time and space can better prepare them to make sustainable decisions in the face of this complexity. Spatial thinking serves the learner’s ability to understand the impact of environmental actions and should be given a consistent place in environmental education. Teaching practices and pedagogies that focus on spatial thinking are necessary to learners’ success. In order to know if these strategies are successful, educators need an assessment tool that targets the spatial thinking skills necessary to understanding environmental problems. This dissertation project used a models and modeling theoretical framework to develop and test an assessment of students’ spatial thinking abilities related to the environmental problem of enhanced greenhouse effect. This assessment was developed from a review of existing spatial thinking literature, research on existing assessments of spatial thinking abilities, and existing assessment of enhanced greenhouse effect. In addition, I interviewed and surveyed experts in science, math, and environmental education to elicit their perspectives on the spatial thinking skills necessary for learners to understand enhanced greenhouse effect. All of this information was synthesized into 14 Central Concepts of spatial thinking for enhanced greenhouse effect. The assessment was developed for students to express their mental models related to these 14 Central Concepts. The assessment was reviewed and tested by experts related to the project’s content, as well as students from the target population for assessment delivery. It was revised based on feedback and data collect from these groups. Here I describe my findings, that students are more proficient at modeling simple spatial relationships, one at a time, than modeling more complex relationships; that students understand human-scale spatial relationships related to enhanced greenhouse effect better than very small or very large ones; and that students can associate and correlate spatially distributed features and phenomena to describe enhanced greenhouse effect. Finally, I describe the ways in which student and expert feedback has informed not only revisions of this assessment specifically, but also to the assessment development process, for better assessment design, when spatial thinking assessments related to other environmental problems are developed in the future
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