Abstract
Using a problem-based learning (PBL) approach, GlobalEd 2 (GE2) utilizes an interdisciplinary approach to learning writing, science, and social studies. Leveraging technologies commonly available in most middle grade classrooms (computers with Internet connections), GE2 engages classrooms of students as teams in simulated negotiations of international agreements on issues of global concern such as water resources and climate change. The impact of student interactions within the simulation on the writing self-efficacy and the ability to author evidenced-based arguments in science of 420 7th and 8th grade students across two states is presented. Results indicate that after participation in a GE2 simulation, students not only increased their writing self-efficacy, but also significantly increased the quality of their written scientific arguments.
Chapter PDF
Similar content being viewed by others
References
Anderson, R.D.: Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education 13, 1–12 (2002)
Sadler, T.D. (ed.): Socio-scientific issues in the classroom. Springer, NY (2011)
Chinn, C.A., Malhotra, B.: Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education 86(2), 175–218 (2002)
Osborne, J.F., Erduran, S., Simon, S.: Ideas, Evidence and Argument in Science. In-service Training Pack, Resource Pack and Video. Nuffield Foundation, London (2004)
Schwarz, B.B., Neuman, Y., Gil, J., Ilya, M.: Construction of collective and individual knowledge in argumentative activity: An empirical study. The Journal of the Learning Sciences 12(2), 221–258 (2003)
Erduran, S., Simon, S., Osborne, J.: TAPping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse. Science Education 88, 915–933 (2004)
Jiménez, A.M.P., Pereiro-Muńos, C.: Knowledge producers or knowledge consumers? Argumentation and decision-making about environmental management. International Journal of Science Education 24, 1171–1190 (2002)
Osborne, J.F., Erduran, S., Simon, S., Monk, M.: Enhancing the quality of argument in school science. School Science Review 82(301), 63–70 (2001)
Driver, R., Leach, J., Millar, R., Scott, P.: Young people’s images of science. Open University Press, Philadelphia (1996)
Taber, K.S.: Towards a curricular model of the nature of science. Science and Education 17(2-3), 179–218 (2008)
Turner, S.: School science and its controversies; or, whatever happened to scientific literacy? Public Understanding of Science 17(1), 55–72 (2008)
Sadler, T.D., Barab, S., Scott, B.: What do students gain by engaging in socioscientific inquiry? Research in Science Education 37(4), 371–391 (2007)
Sadler, T.D., Amirshokoohi, A., Kazempour, M., Allspaw, K.M.: Socioscience and ethics in science classrooms: Teacher perspectives and strategies. Journal of Research in Science Teaching 43(4), 353–376 (2006)
Alozie, N., Moje, E.B., Kracik, J.S.: An analysis of the supports and constraints for scientific discussion among high school project-based science. Science Education 94, 395–427 (2010)
Bartholomew, H., Osborne, J.F., Ratcliffe, M.: Teaching students ‘Ideas-About-Science’: five dimensions of effective practice. Science Education 88, 655–682 (2004)
Bennett, J., Lubben, F., Hogarth, S., Campbell, B.: Systematic review of research in science education: Rigour or rigidity. International Journal of Science Education 27(4), 387–406 (2005)
Levinson, R., Turner, S. (eds.): The teaching of social and ethical issues in the school curriculum, arising from developments in biomedical research: A research study of teachers. Institute of Education, London (2001)
Jonassen, D.H.: Assembling and analyzing the building blocks of problem-based learning environments. In: Silber, K.H., Foshay, W.R. (eds.) Handbook of Improving Performance in the Workplace, Volume One: Instructional Design and Training Delivery. John Wiley & Sons, Inc., Hoboken (2009)
Koschmann, T.D., Kelson, A.C., Feltovich, P.J., Barrows, H.S.: Computer-supported problem-based learning: A principled approach to the use of computers in collaborative learning. In: Koschmann, T. (ed.) CSCL: Theory and Practice of an Emerging Paradigm, pp. 83–124. Lawrence Erlbaum, Mahwah (1996)
Mergendoller, J.R., Bellisimo, Y., Maxwell, N.L.: Comparing problem-based learning and traditional instruction in high school economics. Journal of Educational Research 93(6), 374–383 (2000)
Strobel, J., van Barneveld, A.: When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. The Interdisciplinary Journal of Problem-based Learning 3(1), 4 (2009)
Bednar, A.K., Cunningham, D., Duffy, T.M., Perry, J.D.: Theory into practice: How do we link? In: Duffy, T.M., Jonassen, D.J. (eds.) Constructivism and the Technology of Instruction: A Conversation. Lawrence Erlbaum Associates, Publishers, Hillsdale (1992)
Brown, S.W., Lawless, K.A., Boyer, M.A.: Expanding the Science and Literacy Curricular Space: The GlobalEd II Project. US Department of Education: The Institute of Education Sciences, IES. # R305A080622 (2008-2012)
Bereiter, C., Scardamalia, M.: The psychology of written composition. Lawrence Erlbaum Associates, Hillsdale (1987)
Hayes, J.R.: A new framework for understanding cognition and affect in writing. In: Indrisano, R., Squire, J.R. (eds.) Perspectives on Writing: Research, Theory and Practice, pp. 6–44. International Reading Association, Newark (2000)
Pajares, F.: Self-efficacy beliefs in academic settings. Review of Educational Research 56, 543–578 (1996)
Midgette, E., Haria, P., MacArthur, C.: The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students. Reading and Writing 21(1-2), 131–151 (2008)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer International Publishing Switzerland
About this paper
Cite this paper
Brown, S.W., Lawless, K.A. (2014). Promoting Students’ Writing Skills in Science through an Educational Simulation: The GlobalEd 2 Project. In: Zaphiris, P., Ioannou, A. (eds) Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences. LCT 2014. Lecture Notes in Computer Science, vol 8523. Springer, Cham. https://doi.org/10.1007/978-3-319-07482-5_35
Download citation
DOI: https://doi.org/10.1007/978-3-319-07482-5_35
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-07481-8
Online ISBN: 978-3-319-07482-5
eBook Packages: Computer ScienceComputer Science (R0)