Virtual Simulations for Quantitative Sensemaking in Elementary Science

• In Event: AERA Poster Session Wednesday 1:45pm
  In Poster Session: Supporting Sensemaking in Science Teaching and Learning

Abstract

The importance of elementary science education is well-documented, but many challenges persist, including a lack of time, space, and materials needed for students to engage in rich science experiences. This study sought to employ single-case design methods and combine the best practices in sensemaking approaches with virtual simulations to determine whether these practices would provide effective intervention and improve students’ blended math and science sensemaking abilities. Results of this study indicate that the intervention successfully improved student quantitative sensemaking, with all students producing moderate and large positive effect sizes. This work contributes to the growing body of research that highlights the potential of purposeful technology integration for improving science education.

Author

• Joelle Prate, Chapman University