COMPARISON OF STUDENT LEARNING ABOUT SPACE IN IMMERSIVE AND COMPUTER ENVIRONMENTS

2.50
Hdl Handle:
http://hdl.handle.net/11290/608134
Title:
COMPARISON OF STUDENT LEARNING ABOUT SPACE IN IMMERSIVE AND COMPUTER ENVIRONMENTS
Authors:
Zimmerman, Laurie; Spillane, Stacia; Reiff, Patricia
Abstract:
This paper is the summary of the external evaluation of We Choose Space, a 24-minute planetarium show for audiences “who dream of space and wonder about human spaceflight after Shuttle,” in which we compared the student learning about space in digital and computer environments immediately afterwards and six weeks later. Paired t-tests and an independent t-test were used to compare the amount of learning that students achieved on the questionnaire. Interest questionnaires were administered to participants in formal (public school) settings and focus groups were conducted in informal (museum camp and educational festival) settings. Overall results from the informal and formal educational setting indicated that there was a statistically significant increase in test scores after viewing We Choose Space in both the portable Discovery Dome (9.75) as well as via the computer (8.88), when tested immediately after viewing. Most importantly, however, long-term retention of the material tested on the questionnaire was significantly better for the students who viewed it in the portable dome over those who learned by computer. Six weeks after viewing the content, the Dome students retained their gains in test scores (10.47), whereas computer-using students had lost most of their gain (3.49), and the improvements over the initial baseline for the computer learners were not statistically significant.
Affiliation:
Houston Independent School District; Rice University (TX); Houston Museum of Natural Science
Journal:
Journal and Review of Astronomy Education and Outreach
Issue Date:
25-Apr-2014
URI:
http://hdl.handle.net/11290/608134
Submitted date:
2016-03-25
Document Source:
Peer Reviewed
Language:
English Paper
Type Of Resource:
Curriculum/Program Evaluation
Empirical Methodology:
Quantitative
Research Setting:
Planetarium
Subjects:
Middle/Secondary School
Construct:
Content Knowledge Affective Belief/Identity Motivation/Attitude
Content:
General/Broad Knowledge of Astronomy Content
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorZimmerman, Laurieen
dc.contributor.authorSpillane, Staciaen
dc.contributor.authorReiff, Patriciaen
dc.date.accessioned2016-05-04T09:04:41Zen
dc.date.available2016-05-04T09:04:41Zen
dc.date.issued2014-04-25en
dc.date.submitted2016-03-25en
dc.identifier.urihttp://hdl.handle.net/11290/608134en
dc.description.abstractThis paper is the summary of the external evaluation of We Choose Space, a 24-minute planetarium show for audiences “who dream of space and wonder about human spaceflight after Shuttle,” in which we compared the student learning about space in digital and computer environments immediately afterwards and six weeks later. Paired t-tests and an independent t-test were used to compare the amount of learning that students achieved on the questionnaire. Interest questionnaires were administered to participants in formal (public school) settings and focus groups were conducted in informal (museum camp and educational festival) settings. Overall results from the informal and formal educational setting indicated that there was a statistically significant increase in test scores after viewing We Choose Space in both the portable Discovery Dome (9.75) as well as via the computer (8.88), when tested immediately after viewing. Most importantly, however, long-term retention of the material tested on the questionnaire was significantly better for the students who viewed it in the portable dome over those who learned by computer. Six weeks after viewing the content, the Dome students retained their gains in test scores (10.47), whereas computer-using students had lost most of their gain (3.49), and the improvements over the initial baseline for the computer learners were not statistically significant.en
dc.description.provenanceMade available in DSpace on 2016-05-04T09:04:41Z (GMT). No. of bitstreams: 1 755cae41-2864-49b3-a42f-48ed54b5cbc9.pdf: 366170 bytes, checksum: 4e94a3637e86876e571c7a37fc71d178 (MD5) Previous issue date: 2014-04-25en
dc.language.isoEnglish Paperen
dc.titleCOMPARISON OF STUDENT LEARNING ABOUT SPACE IN IMMERSIVE AND COMPUTER ENVIRONMENTSen
dc.typePeer Revieweden
dc.contributor.departmentHouston Independent School Districten
dc.contributor.departmentRice University (TX)en
dc.contributor.departmentHouston Museum of Natural Scienceen
dc.identifier.journalJournal and Review of Astronomy Education and Outreachen
dc.type.resourceCurriculum/Program Evaluationen
dc.istar.constructContent Knowledge Affective Belief/Identity Motivation/Attitudeen
dc.istar.contentGeneral/Broad Knowledge of Astronomy Contenten
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQuantitativeen
dc.istar.researchsettingPlanetariumen
dc.istar.subjectMiddle/Secondary Schoolen
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