The Effect of Online Collaboration on Middle School Student Science Misconceptions as an Aspect of Science Literacy
ARTICLE
Jillian L. Wendt, Amanda Rockinson-Szapkiw
Journal of Research in Science Teaching Volume 51, Number 9, ISSN 0022-4308
Abstract
This quantitative, quasi-experimental pretest/posttest control group design examined the effects of online collaborative learning on middle school students' science literacy. For a 9-week period, students in the control group participated in collaborative face-to-face activities whereas students in the experimental group participated in online collaborative activities using the Edmodo educational platform. Students at a public middle school in central Virginia completed both a pretest and a posttest consisting of the Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) assessment to measure science misconceptions as an aspect of science literacy. Results indicated that the students who participated in collaborative activities in the traditional classroom had fewer science misconceptions than students who participated in collaborative activities in the online environment. Moreover, from pretest to posttest, the students in the experimental group increased in their science misconceptions. Suggestions for practice and future research are discussed in light of these results.
Citation
Wendt, J.L. & Rockinson-Szapkiw, A. (2014). The Effect of Online Collaboration on Middle School Student Science Misconceptions as an Aspect of Science Literacy. Journal of Research in Science Teaching, 51(9), 1103-1118. Retrieved August 11, 2024 from https://www.learntechlib.org/p/153909/.
This record was imported from
ERIC on November 3, 2015. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
- Academic Standards
- Comparative Analysis
- computer mediated communication
- Control Groups
- Cooperative learning
- Educational Assessment
- Experimental Groups
- Middle School Students
- Misconceptions
- Pretests Posttests
- Quasiexperimental Design
- science education
- Scientific Concepts
- Scientific Literacy
- Statistical Analysis
Cited By
View References & Citations Map-
Is the outcome of remote group work using text based CMC suboptimal? A psychobiological perspective
Kathy Robinson, The Open University, United Kingdom; Tim Wehner & Helen Millward, The National Hospital for Neurology and Neurosurgery, United Kingdom
Computers & Education Vol. 134, No. 1 (June 2019) pp. 108–118
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
