Teaching the biological consequences of alcohol abuse through an online game: impacts among secondary students

A multimedia game was designed to serve as a dual-purpose intervention that aligned with National Science Content Standards, while also conveying knowledge about the consequences of alcohol consumption for a secondary school audience. A tertiary goal was to positively impact adolescents' attitudes toward science through career role-play experiences within the game. In a pretest/delayed posttest design, middle and high school students, both male and female, demonstrated significant gains on measures of content knowledge and attitudes toward science. The best predictors of these outcomes were the players' ratings of the game's usability and satisfaction with the game. The outcomes suggest that game interventions can successfully teach standards-based science content, target age-appropriate health messages, and impact students' attitudes toward science.     

Conceptualizing a narrative simulation to promote dialogic reflection: using a multiple outcome design to engage teacher mentors

Experienced teachers, tasked with mentoring, often find themselves inundated with large amounts of didactic information as they prepare for guiding new interns. In an effort to develop training that would both prepare new mentors and revitalize experienced mentors, a state Educational Professional Standards Board enlisted the help of instructional designers to develop an innovative online course. The focal point of the course design is a narrative simulation, embedded with standards-based information, that provides user-selected, multiple outcomes as decision points to support dialogic reflection. Theoretical and practical considerations for conceptualizing this multiple outcome strategy, quality review components and design specifications are discussed.     

The Impact of a Science/Technology/Society Teaching Approach on Student Learning in Five Domains

The purpose of the study was to examine the effectiveness of the Chautauqua Professional Development Program in terms of the mastery of basic science concepts, understanding major science processes, use of creativity skills, improvement of student attitudes toward science, and the ability to apply science concepts and processes in new situations. Participants included twelve teachers who agreed to participate in an experimental study where Science, Technology, and Society (STS) strategies were utilized with two class sections where in one class the teacher determined the course structure and the form of instruction that was typically used. Conversely, the experimental class was almost exclusively student-centered. A total of twenty-four sections of students were in STS sections (365 students) and a similar number in control sections (359 students).The data collected were analyzed using quantitative methods. The results were tabulated and contrasted for students enrolled in the two sections for all the teachers. The results indicate that students in the student-centered STS sections achieved significantly better than students in the teacher-directed STS sections in terms of understanding and use of process skills, use of creativity skills, development of more positive attitudes; and the ability to apply science concepts in new contexts. However, there were no significant differences noted with respect to mastery of basic science concepts. Apparently student-centered STS approaches result in students with conceptual understandings but it is no better than the situation where teachers guide and direct inquiry STS approaches which focus much more exclusively on specific concepts and their definitions.     

Defining the Difference: Comparing Integrated and Traditional Single-Subject Lessons

Early childhood curricula should be authentic and child-centered, however, many teachers still rely on direct instruction lessons. To better define how an integrated curriculum meets the needs of students, this study examined teacher talk and actions during instructional activities with first and second graders under two conditions: (1) subject-integrated social studies lessons of an integrated curriculum unit (experimental condition); and (2) single subject-focused mathematics lessons of a traditional separate subject curriculum (control condition). The mixed-methods study sought to define and compare characteristics of both curriculum approaches. Fourteen hours of observations were collected in each setting. In the integrated curriculum setting, the teacher was a facilitator of teamwork, offering choices, and giving praise; students made choices, decisions, and worked collaboratively. In the traditional setting, the teacher delivered direct instruction and controlled behavior; students followed directions, recalled knowledge, and worked individually. Less teacher energy was expended for behavior management in the integrated curriculum setting, indicating intrinsic motivation of students. Implementation of integrated curricula is recommended because of the student-centered focus that results in greater motivation, ownership, and teamwork, along with deeper knowledge connections. Because many factors hinder implementation, teachers need support when first teaching with this approach.