Abstract
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The use of electronic networks
has been identified as one of the ways technologies can enhance instruction.
This study examined the impact of using an electronic network on the
development of students' ideas about the use of ants as bioindicators
of an environment. A hyperstudio stack guided students enrolled in a
general science course through the steps of skillful problem solving
as they conducted the biomonitoring experiment. Vygotsky's theoretical
framework of social constructivism was used in interpreting the findings
of this study. Differences in student interactions, problem solving
abilities, attitudes, and conceptual understanding between classes that
teleconferenced and those that did not were compared. Two classes of
eighth graders used Microsoft Netmeeting and jointly planned and conducted
the experiment. Two other classes of eighth graders conducted the experiment
independently. Analyses of the data did not indicate any gains in problem
solving ability for either group or differences in attitudes toward
the experiment. Open-ended response surveys and interviews with teleconferencing
students indicated that electronic networking enhanced conceptual understanding
of biomonitoring. Differences in interactions between the two groups
were evidenced by the analyses of transcripts of group discussions.
The dialogs of the telecommunication classes revealed that they asked
more questions, praised and encouraged each other more often, and accepted
each other's ideas more frequently. Their interactions were more indirect
or characteristic of dialogue as compared to the more direct, lecture
type (univocal) interactions of the non-teleconferencing classes. The
results of this study indicate that electronic networks have the potential
to increase the types of interactions that promote the construction
of ideas. Using the electronic network in the context of a problem solving
investigation encouraged horizontal peer interaction, enriched conversations
and led to an increase in students' understandings of using biomonitors
to monitor an environment. This study illustrates an effective use of
learning with technology that can enhance student learning and instruction.
Introduction
The major goal of science
education is to produce students that are scientifically literate and
are ready to function in a technologically oriented society (National
Research Council [NRC], 1996). The National Science Education Standards
provides both a vision of this goal and recommendations for achieving
the vision. Although the Standards address several key criteria for
achieving the vision, inquiry into authentic questions is identified
as the central strategy for teaching science and technology is indicated
as one of the foci of instruction as well as a mechanism for learning
science. Technology is one strategy for facilitating the teaching of
science. However the cost in organizational time and instructional money
for set-up, training, and support for technology based instruction increases
the need to identify effective ways to incorporate technology into science
instruction.
The use of electronic networks
has been identified as having potential for enhancing instruction. Riel
(1990) states that an electronic network can be beneficial instructionally
for acquiring knowledge, developing new instructional strategies, increasing
self-esteem, and developing strong social interactions that enhance
learning. The interactive ability of electronic networks has been shown
to produce a better quality of work among students and to be motivating
and exciting to students (Levin & Cohen, 1985). An electronic network
can be "the supplier of resources, or a way to collaborate on projects
in different locations, or a means to share results with a wider audience"
(Levin & Thurston, 1996, p. 47). Students' writing has been shown
to improve because of the motivational impact of the "audience
effect" and the immediate feedback about their work. When students
work together to create their written products, they create essays of
increased quality (Mehan, Moll & Riel, 1985).
Electronic networks can also
break down the isolation that exists within and among schools and offer
teachers and students an opportunity for authentic learning. The networks
encourage teamwork, collaborative inquiry and facilitate individualized
instruction (Levin & Thurston, 1996). Students can collaborate with
others and verify, discuss, and modify their knowledge. "When teachers
shift classroom lessons from whole group instruction to small group
investigation or team projects, there is an improvement in instruction
and learning which fosters prosocial patterns of peer interactions and
relationships" (Riel, 1990, p.445). Networks make it possible to
create highly interactive groups of students and teachers that would
normally remain isolated from each other.
In science classrooms, electronic
networks are emerging as a method of using technology to communicate
and discuss scientific findings with others. The GLOBE project, KidsNet
by National Geographic and Feeder Watch by Cornell University are all
existing projects that allow students to communicate and share their
findings with others and discuss their results globally. These electronic
networks create "microworlds" of student learners. Students
become critical of each others' work as they collaborate on projects
(Brienne & Goldman, 1989). By addressing a problem shared across
the different locations, students learn to transfer solutions used elsewhere
to their own problems. This is one strategy for dealing with the difficulty
people have with transferring knowledge from one domain to another.
For example, in a research study by Levine, Miyake, and Cohen, (1987)
students tackled a problem in their own community, the problem of water
shortages, and shared their solutions with others. They also acquired
science concepts in an instructional setting that provided dynamic support
for the acquisition of problem solving skills.
In summary, research indicates
that the use of electronic networks has potential for enhancing learning.
This study examined the benefits of electronic networking in a different
context, that of using telecommunications in a collaborative process
as two classes of students planned and carried out a scientific investigation.
Collaboration occurred after each step of the scientific process through
a series of teleconferences in which students had verbal and visual
contact with each other. They chose their problem together and developed
a hypothesis, designed the procedure, and discussed the results electronically
as a group. Students drew conclusions and discussed problems encountered
collectively using the network. To ascertain potential benefits of using
telecommunications, students who used telecommunications were compared
to students who did not communicate with each other electronically but
did engage in the same science investigation. Therefore, this study
considers the potential for learning with technology not just from technology
(Dillon & Gabbard, 1998) and addresses the growing body of research
on technology uses in science education.
