CANCELLED. Writing to Learn and Technology Improve Science Knowledge

• In Event: 56.026 - Leveraging Technology-Based Learning Environments for Positive Outcomes Among Underrepresented Minority Groups in STEM Education

Abstract

Objective: The objective of this study was to determine the effectiveness of the ‘writing to learn’ paradigm on specific science content in context of a summer camp for high school students learning and designing an informational website.

Perspective: An important and well-documented aspect leading to the unsatisfactory performance of US students in STEM is their lack of engagement in the classrooms. Several approaches are being used by educators to mitigate this aspect. Writing-to-learn has been shown to impact learning of concepts by allowing students to organize their thoughts and understanding of the topic and clarify abstract ideas and make them permanent (Fellows, 1994; Keys, 1994; Yore, Shymansky, Henriques, Chidsey, and Lewis, 2006). Further, project-based learning has been shown to increase student engagement (e.g. Cothran, Donetta J.; Ennis, Catherine D. 2000, Armbruster, Patel, Johnson, and Weiss, 2009).

Methods: Two HBCUs collaborated to develop a summer enrichment program “Eyetrackers” targeted for rising 9th-12th grade African-American students traditionally underrepresented in STEM careers. The program taught students a product design cycle of researching, designing, developing, and evaluating a team website. Students also used an eyetracking device to evaluate their website. This program incorporated multiple pedagogical elements, including project-based learning, writing to learn. and use of innovative technologies.

Two parallel camps were run as sister camps, one rural and one urban, at two different locations in the Southeastern United States with participants self-identified as African-American or biracial. Students experienced the same instruction and sessions at both camps, but were allowed to communicate via distance education technologies and received simultaneous instructional video conferencing.

Data sources: Multiple sources of data were obtained. Students completed validated experimenter-created pre and post tests on science content knowledge aligned with AL course of study science objectives, and also the modified Math and Science Attitude Inventory. They also participated in exit interviews.

Results: In general, students either improved their attitudes about science, or they remained the same. With respect to the science content knowledge aligned with the AL course of study objectives, Year 1 data revealed that with both sites combined, content gains were significant with a combined pretest score mean of 3.11 and a combined posttest mean of 4.54 with a significance of p<0.001. When both groups are combined for years 1 and 2 of the project, we see overall gains. In the 3rd year, a similar trend was observed. For a N=46 paired pre and posttests, the pretest mean = 3.39, and the posttest mean = 4.35 with a one tailed t-test yielding p = 0.009.

Post-camp interviews revealed substantial knowledge gains not tested on the pre-post tests, and some students remarked they learned more science in the camp than they often did in school.

Scholarly significance: The study provided evidence for the use of website development as a vehicle to learn science concepts through a writing to learn paradigm. The intervention utilized the ‘writing to learn’ paradigm in an innovative technology rich environment that resulted in student engagement and motivation.

Authors

• M. Javed Khan, Tuskegee University

• Marcia Rossi, Alabama State University

• Fan Wu