Problem-Based Multimedia Software for Middle Grades Science: Development Issues and an Initial Field Study
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Author
JCMST Volume 21, Number 2, 2002 ISSN 0731-9258
Abstract
Recent advances both in the understanding of how students' learn (e.g., Bransford, Brown, & Cocking, 1999) and information technology have allowed several researchers to develop multimedia-based science instructional environments for students (Linn, 1998). This study reports on some of the design issues and a field test of one such research and development project. The design of the materials tested is based on the concepts of "anchored instruction" (Bransford, Sherwood, Hasselbring, Kinzer, & Williams, 1990; Cognition and Technology Group at Vanderbilt (CTGV), 1993a) and "flexibly adaptive instructional design" (Schwartz, Brophy, Lin, & Bransford, 1999a; Schwartz, Lin, Brophy, & Bransford, 1999b). The instructional software used in the study was developed using video materials from a previous anchored instruction project that were then integrated into a Star.Legacy (Schwartz et al., 1999a, 1999b) software shell. Fifth grade students used the materials in small groups with each group working independently. Measurement instruments included a pretest and immediate and delayed posttests as well as classroom observations and student artifacts. Statistical analysis showed that students improved from pretest to both posttests with growth especially seen in two major conceptual areas. The study provides evidence of successful use of the STAR.Legacy software with younger children and provides directions for future study.
Citation
Sherwood, R.D. (2002). Problem-Based Multimedia Software for Middle Grades Science: Development Issues and an Initial Field Study. Journal of Computers in Mathematics and Science Teaching, 21(2), 147-165. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 13, 2024 from https://www.learntechlib.org/p/8927.
© 2002 AACE