Using Problem-Centered Computational Storytelling to Engage Elementary Students With Science: A Design-Based Research Study (Poster 48)

• In Event: AERA Poster Session Two
  In Poster Session: Technology-Based Environments and Engagement

Abstract

Elementary grades are a pivotal time to influence students’ career trajectories because attitudes towards science are still in flux. Efforts to increase student interest in science are complicated by the limited amount of instructional time dedicated to the subject. We used a design-based research approach to examine how upper elementary students and teachers implemented an online platform that integrates science, computational thinking and storytelling. Data suggested three design principles to support disciplinary integration: student collaboration facilitates learning; multiple means of engagement stimulates student interest; and scaffolds and teacher support facilitate implementation. The study provides evidence that integrated learning environments can provide multiple points of engagement for students, providing opportunities for a wider audience to develop an interest in science.

Authors

• Rasha El Sayed, WestEd
  Presenting Author

• Aleata Hubbard Cheuoua, WestEd
  Non-Presenting Author

• Cathy Ringstaff, WestEd
  Presenting Author

• Andy Smith
  Non-Presenting Author

• Bradford Mott, North Carolina State University
  Non-Presenting Author

• James Minogue, North Carolina State University
  Non-Presenting Author

• Jessica Vandenberg, North Carolina State University
  Non-Presenting Author

• Kevin M. Oliver, North Carolina State University
  Non-Presenting Author

• Kimkinyona Fox, WestEd
  Non-Presenting Author

• Robert Monahan, STEM Passport
  Non-Presenting Author