Abstract
This mixed methods study examined the effectiveness of a virtual world curriculum for teaching elementary students complex science concepts and skills. Data were collected using pre- and post-content tests and a student survey of engaged learning, An additional survey collected teacher observations of 21st century competencies conducive to learning. The study involved a five-day intervention of fifteen 4th grade students in a small Midwestern school using a virtual science computer game from Arizona State University. Thirty elementary teachers from Australia, England, and the United States were surveyed on classroom observations of their elementary students working in the virtual world environment. Research questions guiding the virtual learning study were: (1) do pre- and post-content tests show significant learning in the virtual environment; (2) are students academically engaged during the learning process; and (3) are students actively demonstrating relevant 21st century competencies. The study supports prior research in game-based learning showing measureable learning results, highly engaged, motivated students, and observations of student behaviors conducive to learning science in school, namely collaboration, problem solving, critical thinking/inquiry, global awareness, and technology use.
Highlights
IntroductionResponding to New Science Standards with VirtualIn areas of math and literacy, education reforms in recent years have pressured schools to show achievement results according to common state standards, increased teacher effectiveness, and innovative professional development, and standards have emerged to guide that instruction. educators in science and technology are experiencing a surge of expectations as well: an emphasis on science, technology, engineering, and math (STEM), brought into sharper focus and wide distribution in April 2013 with the release of the Generation Science Standards (NGSS).With this increased focus emphasizing key dimensions of science learning across grade levels, expectations have increased for educators to teach STEM skills in elementary through high school [1,2,3,4].Given the focus on STEM and the arrival of the Generation Science Standards, educators are in the accountability spotlight to identify curriculum, methods, and resources to meet these new expectations.Achieving success will depend on variables such as equity of student access to high quality curriculum and resources, as well as the presence of STEM-knowledgeable, effective teachers.But in addition to stand-in-front-of-the class teacher-led instruction, effective scenarios for teaching science include using project-based learning, increasing science labs and field trips, and using technology-supported learning tools such as simulations and virtual environments which can be implemented in the classroom [5,6]
Educators in science and technology are experiencing a surge of expectations as well: an emphasis on science, technology, engineering, and math (STEM), brought into sharper focus and wide distribution in April 2013 with the release of the Generation Science Standards (NGSS)
Three questions guided the study of learning in the Quest Atlantis/Atlantis Remixed (QA/ARX) virtual environment: (1) do students show significant pre- and post-test science learning; (2) are students academically engaged during the learning process; (3) are students actively practicing relevant 21st century competencies
Summary
Responding to New Science Standards with VirtualIn areas of math and literacy, education reforms in recent years have pressured schools to show achievement results according to common state standards, increased teacher effectiveness, and innovative professional development, and standards have emerged to guide that instruction. educators in science and technology are experiencing a surge of expectations as well: an emphasis on science, technology, engineering, and math (STEM), brought into sharper focus and wide distribution in April 2013 with the release of the Generation Science Standards (NGSS).With this increased focus emphasizing key dimensions of science learning across grade levels, expectations have increased for educators to teach STEM skills in elementary through high school [1,2,3,4].Given the focus on STEM and the arrival of the Generation Science Standards, educators are in the accountability spotlight to identify curriculum, methods, and resources to meet these new expectations.Achieving success will depend on variables such as equity of student access to high quality curriculum and resources, as well as the presence of STEM-knowledgeable, effective teachers.But in addition to stand-in-front-of-the class teacher-led instruction, effective scenarios for teaching science include using project-based learning, increasing science labs and field trips, and using technology-supported learning tools such as simulations and virtual environments which can be implemented in the classroom [5,6]. Educators in science and technology are experiencing a surge of expectations as well: an emphasis on science, technology, engineering, and math (STEM), brought into sharper focus and wide distribution in April 2013 with the release of the Generation Science Standards (NGSS). With this increased focus emphasizing key dimensions of science learning across grade levels, expectations have increased for educators to teach STEM skills in elementary through high school [1,2,3,4]. Research in educational virtual environments at the elementary and middle school level, has shown promise for increased academic achievement, enhanced engagement, and development of 21st century competencies such as inquiry, critical thinking, collaboration, communication, and technology use [7,8,9]
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