SUPPORTING PROBLEM-SUPPORTING PROBLEM-SOLVING SKILLS THROUGH SOLVING SKILLS THROUGH

TECHNOLOGYTECHNOLOGY

Secondary Secondary EducationEducation Science Science

ClassroomsClassroomsBy: Stefny Courtney (Woolston)

Research Process My research question was: Does the use of technology in

secondary science classrooms increase understanding and problem-solving skills in students?

I utilized the Pollock Library at Cal State Fullerton to access the following databases: EBSCO, ERIC, H.W. Wilson General Science, and H.W. Wilson Library Literature & Information Science.

I restricted my search to full text, peer reviewed, journal articles. I used the following key terms to locate my articles: problem

solving, science, and technology use. From the 20 or so articles that were returned, I chose my 5 based

on pdf access, student level, type of science, and skimmed the abstract for information such as the type of study, # of participants, and the level of focus on problem-solving skills.

Peterson, S. & Palmer, L. (2011). Technology confidence, competence and problem solving strategies: Differences within online and face-to-face formats. Journal of Distance Education, 25(2), 1-15. Retrieved from http://www.ijede.ca

The purpose of this study was to evaluate the difference between an online and a face-to-face undergraduate course with regards to competency, problem-solving strategies, confidence, and self-discovery. Peterson and Palmer used a casual comparative ex post facto research design in which they collected and evaluated data over a 5 year span with over 1500 students. The students were allowed to pick which course they wanted to complete limiting the randomization of the study, but the results yielded were significant. Using ANCOVA and regression measures, the study found that over 85% of the participants felt competent in utilizing technology to execute projects and other various tasks required. Specifically, the students who took the online course reported higher levels of competency using technology than their face-to-face counterparts. Interestingly, those students who participated in the online course engaged in problem-solving skills, such as trial and error, to complete an assignment while those students who participated in the face-to-face course waited for guidance from the instructor to help them through their problems. Overall, this study stresses the importance of competence and confidence of the student and the teacher in utilizing technology to complete tasks, especially those of an abstract nature.

Shoulders, C. & Meyers, B. (2012). Teachers’ use of agricultural laboratories in secondary agricultural education. Journal of Agricultural Education, 53(2), 124-138. doi:10.5032/jae.2012.02124

The purpose of this study was to identify and evaluate factors that influenced the use of agricultural laboratories by secondary agricultural teachers to engage students in problem-solving skills. Shoulders and Meyers used a non-experimental descriptive survey design to gather and evaluate information from 194 secondary agricultural education teachers across the United States with varying years of teaching experience. More than half of the teachers utilized a variety of agricultural laboratories, such as a Biotechnology/Science Laboratory or a Livestock/Equine Facility, more than once per week. This study found that various demographic factors, such as community setting and gender, influenced attitudes, intentions, and variability in the laboratory settings. Additionally, the preparation to effectively use the laboratories during instruction and the level of teacher experience with a specific type of laboratory influenced student exposure and autonomy. Interestingly, the majority of the teachers that participated in this study recognized the necessity of integrating agricultural facilities into instruction to provide students with problem-solving situations in order to have a deeper understanding of agricultural concepts. Overall, this study stresses the importance of experimental learning in agricultural laboratories and identifies the perspective of the teacher and the school’s surrounding community as the most significant factors affecting the implementation of laboratories for student exploration.

Lee, S. & Tsai, C. (2013). Technology-supported learning in secondary and undergraduate biological education: Observations from literature review. Journal of Science Education Technology, 22(2), 226-233. doi:10.1007/s10956-012-9388-6

The purpose of this study was to review literature regarding educational technology in biology between 2001 and 2010. This study reviewed 36 empirical studies that analyzed the relationships between the utilization of technology, student learning processes, and student outcomes. The studies that were evaluated all possessed these specific characteristics: empirical, about biological education, used technology for teaching/learning, and were at a secondary education level. The studies were categorized by three types of technologies: simulations/visualization (n = 15), multimedia/online materials (n = 7), or integrated system for complex learning (n = 6). Throughout all of the literature reviewed, student-centered, inquiry based pedagogies were implemented and the biological topics such as cells and ecology offered the widest range of technological applications. Interestingly, the study found that although students were engaged in technology-supported learning and interacted with biological concepts successfully, the use of technology didn’t improve students’ attitudes towards science. In all of the literature reviewed by this study, higher-order thinking is believed to be enhanced through the incorporation of technology into an inquiry-based learning environment, but more qualitative assessments of problem-solving abilities in students needs to be conducted.

Kim, M. & Hannafin, M. (2011). Scaffolding 6th graders’ problem solving in technology-enhanced science classrooms: A qualitative case study. Journal of Instructional Science, 39(3), 255-282. doi:10.1007/s11251-010-9127-4

The purpose of this study was to evaluate different scaffolding methods that can be used to influence student inquiry in secondary education. Hannafin and Kim (2011) used a project-based 6th grade science course that was taught by the same teacher utilizing student-centered learning methods in a technological environment to measure problem-solving processes in 64 pre-screened students. The course was designed for the students to utilize technology to conduct investigations as the teacher provided limited guidance. The course resulted in 5 distinct groupings of students based on their level of inquiry: Inquirers, Reasoners, Negotiators, Trial-and-Error Students, and Right-Answer Students. Using constant comparative analyses, the study found that demonstration was the most popular peer scaffolding technique as well as validation, and procedural assistance. Interestingly, the largest impact on student ability to solving problems was prior experience and motivation. The study found that students engaged in conflict resolution, peer validation of information, shared perspectives, and self-monitoring to successfully problem-solve a task. Overall, this study stresses the importance of clear guidelines, curriculum connections to student interests and needs, and the utilization of various scaffolding strategies to increase student ability to successfully participate in problem-solving activities.

House, J. (2011). Effects of computer activities and classroom instructional strategies on science achievement of eighth-grade students in the United States and Korea: Results from the TIMSS 2007 assessment. International Journal of Instructional Media, 38(2), 197-208. Retrieved from http://www.adprima.com/ijim.htm

The purpose of this study was to identify relationships between computer use, classroom instructional strategies, and student attitudes with science achievement. House used a two-stage stratified cluster sample design to study over 10,000 eighth grade students from the United States and Korea. Using statistical procedures and multiple regression analyses, the study found that students who engaged in independent thinking, computer use at home and at school, and possessed a positive attitude towards science exhibited high achievement in science. Students were provided with opportunities to engage and make connections with real-world examples as well as participate in cooperative learning activities. This study also reported that students who had confidence in their skills to engage with the curriculum on their own showed high levels of achievement. Interestingly, students who utilized technology to play games outside of school tended to achieve lower than those students who used technology for academic means majority of the time. Overall, this study stresses the importance of student exploration and interaction with content on a more personal level through the use of technology and limited guidance from the teacher to successfully engage in problem-solving activities.

Article ConnectionsStudent-centered learning environments are critical

for the development of problem-solving skills.The utilization of technology enhances student

achievement.Real-life connections and opportunities for

cooperative learning keeps students engaged.Student motivation and attitudes towards content

influences his/her potential success in mastering a deeper understanding of the information.

Teachers should be limited in their guidance, but provide clearly established goals and directions to ensure minimal student disconnect.

Unique Findings Peterson, S. & Palmer, L. (2011) found that students in an online

course exhibited more problem-solving strategies than the students in the face-to-face environment due to the level of access to the teacher.

Shoulders, C. & Meyers, B. (2012) found that teachers believe the incorporation of laboratories is necessary to engage students in problem-solving strategies although many didn’t always employ the available laboratory facilities multiple times throughout their course of instruction.

Lee, S. & Tsai, C. (2013) found that the utilization of technology didn’t improve student attitudes towards science.

Kim, M. & Hannafin, M. (2011) found that one of the largest factors to student success in problem-solving was dependent upon the motivation and prior experiences of the student.

House, J. (2011) found that students who utilized technology for gaming purposes tended to have lower academic achievement than students who utilized technology for primarily academic means majority of the time.

ThemesStudent motivation influences academic

performance.Teaching strategies influence student confidence

and comfort in attempting difficult tasks.Real-world connections engage problem-solving

skills and challenge student thought process. Lightly structured technology use encourages

problem-solving skills.Collaborative opportunities provide valuable

peer interactions and support.

Student-centered, inquiry based teaching that offers a wide range of technological applications provides students with multiple opportunities to engage in problem-solving practices (Lee & Tsai, 2013). When students are provided with experimental learning opportunities in which learning is applied to real-life situations using technology (Shoulders & Meyers, 2012), student problem-solving capabilities strengthen. When students have personal interaction with the content and limited teacher guidance, student application of problem-solving strategies increases (House, 2011). Similarly, Kim and Hannafin (2011) found that curriculum connections to student interests and needs as well as limited scaffolding strategies increases student ability to successfully participate in problem-solve activities. Student-centered, inquiry based learning environments need to incorporate various forms of technology to maintain student engagement and increase understanding of the content. Peterson and Palmer (2011) found that students who utilized technology to complete assignments engaged in more problem-solving techniques. Ultimately, if students are to engage in problem-solving activities and become the critical thinkers we need them to be, teachers must limit their guidance and structure their lessons to allow for multiple means of interaction and exploration through the use of technology.

Real world connections engage problem-solving skills and challenge student though

process.