Scientific inquiry involves the use of evidence and observations to create an explanation of the natural world. One goal of the Next Generation Science Standards (NGSS) is for students to understand the nature of scientific knowledge, and along with the incorporation of ever-growing technology, to create a scientifically literate person. The main objective of this thesis project is to create a digital tool, called Phenomenon Builders, centered around the Science and Engineering practices, to aide students in explaining a phenomenon using purposeful technology integration. The material developed for this project includes both Phenomenon Builder templates and teacher support material. A total of 9 different Builders were developed for classroom implementation. Each Builder focuses on one of the Science and Engineering practices. The teacher support material includes a detailed overview, introductory lesson, learning sequence template, student samples, and purposeful explanations of each of the Phenomenon Builders. The material was reviewed by 4 qualified middle school science teachers and through classroom observations. Teacher reviewers provided feedback on their implementation as well as on the teacher support materials. The feedback was used to make modifications to the Phenomenon Builder templates and more specific explanations were added to the teacher support materials. Overall, the feedback was encouraging and reinforced the purposeful integration of the digital Phenomenon Builders in the science classroom. Further research and implementation can provide additional clarity on the effectiveness of this tool.
|Advisor:||Gomez Zwiep, Susan|
|Commitee:||Colburn, Alan, Henriques, Laura|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 82/4(E), Masters Abstracts International|
|Subjects:||Science education, Educational technology, Engineering|
|Keywords:||Digital inquiry, Notebook, Phenomenon template|
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