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Implementation of Computer-Based Instruction Simulations (CBIS) to Increase Secondary Students’ Comprehension of the Biology Concept of Cell Structure and Function across Low Socio-Economic Language Environments.
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, , , , University of Texas at San Antonio, United States

EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

There are many biology concepts that secondary students struggle to understand. Students in schools with low socio-economic status (SES) and high English language learner (ELL) populations often lack the required cognitive understanding in biology of cell structure and function to meet the state standards of the Texas Assessment of Knowledge and Skills. The San Antonio ISD percentages for 8th grade science scores were inadequate. In the category of economically disadvantaged only 23% of the students met the required standards for science and in the category of English language learners only 57% of the students met the required standards for science (Texas Education Agency, 2009). The CBIS courseware program is a prototype of a technology lesson. The students will be using an analogy of cell structures and functions compared to city structures and functions. The CBIS project is based on a collection of three research-based principles from Mayer and Moreno (2002).

Citation

Gdovin, R., De Hoyos, T., Olague, V. & Yuen, T. (2010). Implementation of Computer-Based Instruction Simulations (CBIS) to Increase Secondary Students’ Comprehension of the Biology Concept of Cell Structure and Function across Low Socio-Economic Language Environments. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2732-2736). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 17, 2019 from .

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