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The Effectiveness of Project-Based Learning Using Digital Storytelling Technology on Improving Second-Grade Students' Performance of Science Standards

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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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Name(s): Dorr, Mariella, Author
Everett, Robert, Committee Chair
Gresham, Gina, Committee Member
Ortiz, Enrique, Committee Member
University of Central Florida, Degree Grantor
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.
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

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