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Abstract Title: Teaching to Learn: iPads as Tools for Transforming Physics Student Roles
Abstract: Students who serve as Learning Assistants (LAs) and have the opportunity to teach the content they are learning while also studying effective teaching pedagogy demonstrate greater achievement in advanced content courses and a shift in attitudes about learning science (Gray et al. 2011, Otero et al. 2010, Otero et al. 2008).  Although the LA experience is also valuable for high school students (unpublished data), the tight schedule and credit requirements of advanced high school students limit opportunities for implementing traditional LA programs at the high school level.   In order to provide high school physics students with an LA-like experience, iPads were used as tools for students to synthesize "screencast" video tutorials.  These tutorials were assembled into a digital library of resources for students to access and evaluate.   This research investigates the use of iPads to create teaching-to-learn experiences and evaluates the impact on student achievement, engagement, agency, attitude toward science and identity as a scientist. Students who utilized iPads to create screencasts report an increased opportunity for creative expression in their work, an increased confidence in their understanding of content material, and a sense of pride in their product.  Ongoing investigations are being conducted to determine whether student achievement is consistent with student perception of content mastery.  Project was funded by NSF grant # DUE 934921 and Northglenn High School.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Susan Nicholson-Dykstra
University of Colorado at Boulder
and Co-Presenter(s)
Ben Van Dusen, Valerie Otero

Contributed Poster

Contributed Poster: Download the Contributed Poster