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The Effectiveness of Project-Based Learning Using Digital Storytelling Technology on Improving Second-Grade Students' Performance of Science Standards
- Date Issued:
- 2017
- Abstract/Description:
- The purpose of this study was to find the effectiveness of digital storytelling technology integration through a project-based learning approach using digital stories combined with hands-on guided inquiry science lessons. As a teacher researcher, the focus was on the effectiveness in the performance of second-grade students using higher-order thinking science standards. For a period of ten weeks, the researcher through comparative action research investigated how emergent technology integration improved the performance of two second-grade classrooms implementing three higher-order thinking life science standards. A total of 27 students from two second-grade classrooms volunteered for this research. For the study, a pretest and posttest from Classroom A and Classroom B were utilized for the quantitative data analysis. A web-based rubric was created to assess the science digital story and student journals. The students also completed a self-assessment progression scale at the end of the study. The data collected showed an improvement in the performance of second-grade students using higher-order thinking science standards with technology integration.
Title: | The Effectiveness of Project-Based Learning Using Digital Storytelling Technology on Improving Second-Grade Students' Performance of Science Standards. |
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66 downloads |
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Name(s): |
Dorr, Mariella, Author Everett, Robert, Committee Chair Gresham, Gina, Committee Member Ortiz, Enrique, Committee Member University of Central Florida, Degree Grantor |
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Type of Resource: | text | |
Date Issued: | 2017 | |
Publisher: | University of Central Florida | |
Language(s): | English | |
Abstract/Description: | The purpose of this study was to find the effectiveness of digital storytelling technology integration through a project-based learning approach using digital stories combined with hands-on guided inquiry science lessons. As a teacher researcher, the focus was on the effectiveness in the performance of second-grade students using higher-order thinking science standards. For a period of ten weeks, the researcher through comparative action research investigated how emergent technology integration improved the performance of two second-grade classrooms implementing three higher-order thinking life science standards. A total of 27 students from two second-grade classrooms volunteered for this research. For the study, a pretest and posttest from Classroom A and Classroom B were utilized for the quantitative data analysis. A web-based rubric was created to assess the science digital story and student journals. The students also completed a self-assessment progression scale at the end of the study. The data collected showed an improvement in the performance of second-grade students using higher-order thinking science standards with technology integration. | |
Identifier: | CFE0006871 (IID), ucf:51753 (fedora) | |
Note(s): |
2017-12-01 M.Ed. Education and Human Performance, Teaching, Learning and Leadership Masters This record was generated from author submitted information. |
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Subject(s): | PBL -- primary science -- hands-on inquiry -- project-based learning -- digital storytelling -- digital technology -- science and technology | |
Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0006871 | |
Restrictions on Access: | public 2017-12-15 | |
Host Institution: | UCF |