Development of Science Conceptual Knowledge in an Online Learning Simulation

• In Event: Roundtable Session 29
  In Roundtable Session: Self-Efficacy, Motivation, Knowledge, and Understanding

Abstract

Academic standards reflect growing concern for student competence in STEM fields (National Research Council [NRC], 1996). Global Ed 2 uses a problem-based learning scenario to make science meaningful to students by embedding science topics in a global social issue. The purpose of this study is to examine the development of students’ content knowledge over the course of the GE2 simulation by studying their use of science concepts in topical persuasive essays written before and after the simulation.

Students made more references to harm to living things, unequal access to water, need for water, and potential solutions to water shortage in the post essays compared to the pre essays. These concepts reflect a broader, more global understanding of the water crisis.

Authors

• Lisa J. Lynn, University of Illinois at Chicago

• Kamila Brodowinska Bruscianelli, University of Illinois at Chicago

• Scott W. Brown, University of Connecticut

• Gregory P Mullin, Bunker Hill Community College

• Mariya Yukhymenko, California State University - Fresno

• Mark A. Boyer, University of Connecticut