Georgia W. Hodges

An exploratory study of blending the virtual world and the laboratory experience in secondary chemistry classrooms

Abstract Research suggests that serious educational games may support learning of microscopic phenomena by making the invisible visible. The current study presents a novel instructional approach that blends a traditional lab experience with a serious educational game (SEG) to engage students with the hands-on laboratory experience while examining the molecular level mechanisms that cause the phenomena. We conducted a mixed methods study to examine teacher use of the blended reality environment (BRE) that utilizes a real-time data capture system and the learning gains associated with use of the BRE with chemistry students (n = 578) in a public high school in the southeast. The results demonstrate that students who experienced the blended reality environment (a) experienced significantly higher learning gains than students who experienced the business as usual (BAU) condition and (b) improved on specific scientific practices outlined in the Next Generation Science Standards (NGSS) by practicing science skills in an authentic environment as scientists do. Analysis also reveals the explanatory power of examining student interaction within the BRE. Thematic analysis of teacher interviews identified three strengths of the BRE environment: (a) a coherent explanation of scientific phenomena, (2) an authentic science inquiry, and (3) a connection between the student and teacher within the learning environment.

Opening Access to STEM Experiences One Day at a Time: Successful Implementation of a School-wide iSTEM Day

Abstract Creating partnerships that leverage skill sets from universities and corporate entities to improve STEM (science, technology, engineering, and mathematics) education is often discussed in theory. However, examples of successful models that might inform practice are scarce. This article describes how one STEM business, university educators, and middle school administrators and teachers successfully developed and implemented an integrated STEM education (iSTEM) experience for all eighth-grade students at a local middle school. We created a professional learning community to establish the goals and vision for the iSTEM day, which included the use of instructionally sound pedagogical methods, intellectually stimulating learning experiences, and a deeply developed understanding of the school context. Our team successfully completed a one-day learning experience that focused on the fundamental concept of osmosis and problem-solving skills. However, the broader impacts of this day included a new collaborative network between the university, the company, and the middle school that remains intact and productive.