Digital Data Collection and Analysis in Middle School Science: Student and Teacher Perceptions of Learning (Poster 10)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Science Teaching and Learning

Abstract

Online science investigations can offer guided opportunities for student data collection using compelling virtual materials. However, more needs to be understood about the perceived value and impact of digital data collection and analysis for science education. Two studies explored student and teacher perspectives following data collection from digitized specimens in an online science investigation for middle school classrooms. Students and teachers agreed that digital data collection was valuable. However, teachers responded more positively to investigations that enforced data accuracy. Students reported motivation and confidence in their data accuracy and agreed that collecting data supported understanding, but they preferred being given data instead of collecting it. These competing perspectives pose a challenge for the development and implementation of authentic science investigations.

Authors

• Kirsten Butcher, University of Utah

• Madlyn Larson, Natural History Museum of Utah