You are here:

The Use of Student Mentors in an Eco-simulation for Whole Class Instruction
PROCEEDINGS

, , West Virginia University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

A basic computer model of a forest ecosystem was constructed using StarLogo software. During whole class instruction it was noticed that the students were often more focused on the software than the science literacy skills needed to examine the workings of the ecosystem. The difficulty is on the one hand to maintain lesson focus while on the other dealing with the inherent difficulties to this type of software for instruction. One way to accomplish a balance between these needs would be to train student-to-student mentors who would have enough prior knowledge of the software in order for them to be able to deal with the inevitable problems that would crop up during whole classroom instruction. They would intervene with specific students who were having issues and thereby help the entire class stay focused on the intended learning outcome.

Citation

Dowling, A. & Ahern, T. (2012). The Use of Student Mentors in an Eco-simulation for Whole Class Instruction. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 2515-2518). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 17, 2019 from .

Keywords

View References & Citations Map

References

  1. Ahern, T.C. (2008). The effectiveness of visual programming for model building in middle school. Proceedings of the 38th ASEE/IEEE Frontiers in education conference, http://fie-conference.org/fie2008/papers/1755.pdf
  2. Ahern, T.C. (2009). Bridging the gap: Cognitive scaffolding to improve computer programming for middle school teachers. Frontiers In Education 39th ASEE/IEEE, M1H-1-6. Retrieved from http://fieconference.org/fie2009
  3. Fulk, B.M., & King, K. (2001). Classwide Peer Tutoring at Work. (cover story). Teaching Exceptional Children, 34(2), 49. Retrieved from EBSCO host.
  4. Greenwood, C.R., Maheady, L., & Delquadri, J.C. (2002). Class-wide peer tutoring. In G. Stoner, M.R. Shinn, & H. Walker (Eds.), Interventions for achievement and behavior problems (2nd ed., pp. 611–
  5. Grubbs, N., & Boes, S.R. (2009). The effects of the peer tutoring program: an action research study of the effectiveness of the peer tutoring program at one suburban middle school. Georgia School Counselor Association Journal, 16(1), 21-31.
  6. King, A., Staffieri, A., & Adelgais, A. (1998). Mutual peer tutoring: Effects of structuring tutorial interaction to scaffold peer learning. Journal of Educational Psychology, 90(1), 134-152.
  7. Klopfer, E., & Begel, A. (2003) "StarLogo under the hood and in the classroom", Kybernetes, Vol. 32 Iss: 1/2, pp.15
  8. Maheady, L, & Gard, J. (2010). Classwide peer tutoring: practice, theory, research, and personal narrative. Intervention in School and Clinic, 46(2), Retrieved from http://isc.sagepub.com.www.libproxy.wvu.edu/content/46/2/71.full.pdf+html Doi:

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.