View in EDS

Online Learning Tools for Middle School Science: Lessons Learned from a Design-Based Research Project

Saved in:
Bibliographic Details
Title: Online Learning Tools for Middle School Science: Lessons Learned from a Design-Based Research Project
Language: English
Authors: Terrazas-Arellanes, Fatima E., Knox, Carolyn, Strycker, Lisa A., Walden, Emily D.
Source: International Journal of Information and Communication Technology Education. 2017 13(1):27-40.
Availability: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2017
Sponsoring Agency: Office of Special Education Programs (ED/OSERS)
Contract Number: H327S130031
Document Type: Journal Articles
Reports - Research
Education Level: Middle Schools
Descriptors: Educational Technology, Technology Uses in Education, Middle School Students, Secondary School Science, Science Instruction, Intervention, Program Development, Program Implementation, Program Evaluation, English Language Learners, Design, Resource Units, Diaries, Documentation, Content Analysis, Focus Groups, Program Effectiveness, Research Methodology, Observation, Interviews, Middle School Teachers, Mixed Methods Research, Case Studies, Teacher Surveys, Student Surveys
DOI: 10.4018/IJICTE.2017010103
ISSN: 1550-1876
Abstract: This article reports on how design-based research methodology was used to guide a line of intervention research that developed, implemented, revised, and evaluated online learning science curricula for middle school students, including general education students and English language learners (primarily of Hispanic origin). The iterative, design-based research approach was carried out in two stages with multiple steps per stage: (a) stage 1, or informed exploration, identified and described the problem under investigation; and (b) stage 2, or enactment, redesigned previously developed online science units, implemented each unit in case studies, and completed a feasibility evaluation. The present paper focuses primarily on the second stage, demonstrating the process by which online science units were repeatedly refined with input from stakeholders, and then examined for their feasibility to implement, usefulness for helping teachers engage with students, and potential to effectively deepen science knowledge. Data were drawn from multiple sources, including teacher logs, student and teacher surveys, student notebooks, content assessments, and focus groups. Results indicate that the online science units were feasible to implement, usable, and helpful. The data-driven, design-based research methodology proved to be both practical and efficacious, and underscored the critical importance of involving all stakeholders in the process of curriculum creation and refinement. This work offers a model for the development of constructivist science instructional materials for English learners using online, multimedia technology.
Abstractor: As Provided
Number of References: 41
Entry Date: 2018
Accession Number: EJ1167954
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1167954
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Online Learning Tools for Middle School Science: Lessons Learned from a Design-Based Research Project
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Terrazas-Arellanes%2C+Fatima+E%2E%22">Terrazas-Arellanes, Fatima E.</searchLink><br /><searchLink fieldCode="AR" term="%22Knox%2C+Carolyn%22">Knox, Carolyn</searchLink><br /><searchLink fieldCode="AR" term="%22Strycker%2C+Lisa+A%2E%22">Strycker, Lisa A.</searchLink><br /><searchLink fieldCode="AR" term="%22Walden%2C+Emily+D%2E%22">Walden, Emily D.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Information+and+Communication+Technology+Education%22"><i>International Journal of Information and Communication Technology Education</i></searchLink>. 2017 13(1):27-40.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2017
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Office of Special Education Programs (ED/OSERS)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: H327S130031
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Science%22">Secondary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Units%22">Resource Units</searchLink><br /><searchLink fieldCode="DE" term="%22Diaries%22">Diaries</searchLink><br /><searchLink fieldCode="DE" term="%22Documentation%22">Documentation</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Focus+Groups%22">Focus Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+Methods+Research%22">Mixed Methods Research</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.4018/IJICTE.2017010103
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1550-1876
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article reports on how design-based research methodology was used to guide a line of intervention research that developed, implemented, revised, and evaluated online learning science curricula for middle school students, including general education students and English language learners (primarily of Hispanic origin). The iterative, design-based research approach was carried out in two stages with multiple steps per stage: (a) stage 1, or informed exploration, identified and described the problem under investigation; and (b) stage 2, or enactment, redesigned previously developed online science units, implemented each unit in case studies, and completed a feasibility evaluation. The present paper focuses primarily on the second stage, demonstrating the process by which online science units were repeatedly refined with input from stakeholders, and then examined for their feasibility to implement, usefulness for helping teachers engage with students, and potential to effectively deepen science knowledge. Data were drawn from multiple sources, including teacher logs, student and teacher surveys, student notebooks, content assessments, and focus groups. Results indicate that the online science units were feasible to implement, usable, and helpful. The data-driven, design-based research methodology proved to be both practical and efficacious, and underscored the critical importance of involving all stakeholders in the process of curriculum creation and refinement. This work offers a model for the development of constructivist science instructional materials for English learners using online, multimedia technology.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 41
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2018
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1167954
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1167954
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.4018/IJICTE.2017010103
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 27
    Subjects:
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Secondary School Science
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Development
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Design
        Type: general
      – SubjectFull: Resource Units
        Type: general
      – SubjectFull: Diaries
        Type: general
      – SubjectFull: Documentation
        Type: general
      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: Focus Groups
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Research Methodology
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Student Surveys
        Type: general
    Titles:
      – TitleFull: Online Learning Tools for Middle School Science: Lessons Learned from a Design-Based Research Project
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Terrazas-Arellanes, Fatima E.
      – PersonEntity:
          Name:
            NameFull: Knox, Carolyn
      – PersonEntity:
          Name:
            NameFull: Strycker, Lisa A.
      – PersonEntity:
          Name:
            NameFull: Walden, Emily D.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2017
          Identifiers:
            – Type: issn-print
              Value: 1550-1876
          Numbering:
            – Type: volume
              Value: 13
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: International Journal of Information and Communication Technology Education
              Type: main
ResultId 1