Learning Science in Grades 3–8 Using Probeware and Computers: Findings from the TEEMSS II Project
Learning Science in Grades 3–8 Using Probeware and Computers: Findings from the TEEMSS II Project
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使用 Probeware 和计算机学习 3-8 年级科学：TEEMSS II 项目的发现
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Shari Metcalf
中科院分区：
文献类型：
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作者：
Andrew Zucker;R. Tinker;C. Staudt;Amie Mansfield;Shari Metcalf
由国家科学基金会资助的技术增强中小学科学II项目（TEEMSS）为3-8年级的教学提供了15个基于探究的教学科学单元。每个单元都使用计算机和probeware来支持学生使用探测器对现实世界现象的调查（例如，对于温度或压力），或者在一种情况下，基于数学模型的虚拟环境。60多名教师和数千名学生在100多个教室使用了TEEMSS单元。本文报告的情况下，在2004-2005学年没有TEEMSS材料的教师教授科学课题组，然后在2005-2006年相同的教师教这些主题使用TEEMSS材料。有八个TEEMSS单元可提供此类比较数据。学生们在所有八个方面都取得了显著的学习成绩。在四种情况下（声音和电，都为3-4年级;温度，5-6年级;和运动，7-8年级）有显着差异，有利于学生使用TEEMSS材料的科学学习。效应量分别为0.58、0.94、1.54和0.49。对于其他四个单元，TEEMSS和非TEEMSS学生之间的科学学习没有显着差异。我们讨论了这些结果对科学教育的影响。
The Technology Enhanced Elementary and Middle School Science II project (TEEMSS), funded by the National Science Foundation, produced 15 inquiry-based instructional science units for teaching in grades 3–8. Each unit uses computers and probeware to support students’ investigations of real-world phenomena using probes (e.g., for temperature or pressure) or, in one case, virtual environments based on mathematical models. TEEMSS units were used in more than 100 classrooms by over 60 teachers and thousands of students. This paper reports on cases in which groups of teachers taught science topics without TEEMSS materials in school year 2004–2005 and then the same teachers taught those topics using TEEMSS materials in 2005–2006. There are eight TEEMSS units for which such comparison data are available. Students showed significant learning gains for all eight. In four cases (sound and electricity, both for grades 3–4; temperature, grades 5–6; and motion, grades 7–8) there were significant differences in science learning favoring the students who used the TEEMSS materials. The effect sizes are 0.58, 0.94, 1.54, and 0.49, respectively. For the other four units there were no significant differences in science learning between TEEMSS and non-TEEMSS students. We discuss the implications of these results for science education.