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International Journal of Cognitive Research in Science, Engineering and Education / IJCRSEE
2017, vol. 5, br. 1, str. 7-18
jezik rada: engleski
vrsta rada: originalan članak
doi:10.5937/IJCRSEE1701007P
Creative Commons License 4.0
Scenario-based elearning and stem education: A qualitative study exploring the perspectives of educators
(naslov ne postoji na srpskom)
University of Phoenix, School of Advanced Studies Center for Educational and Instructional Technology Research, Arizona, USA

e-adresa: dproudfoot@email.phoenix.edu, Mansureh.Kebritchi@phoenix.edu

Sažetak

(ne postoji na srpskom)
There are a variety of extra curricular activities and programs that aim to promote Science, Technology, Engineering, and Mathematics (STEM) education, but there are limited examples of extending STEM curriculum by employing scenario-based eLearning opportunities in a mobile lab learning environment. Following students participation in a first of its kind STEM Mobile Lab program that uses a scenario-based eLearning approach for instruction, twelve educators from four Title I elementary schools were asked about their perceptions of the influence of the Mobile Lab program on the STEM education of their students. The semi-structured interview protocol contained questions intended to explore participants' perceptions regarding the influence of a scenario-based eLearning Mobile STEM Lab program on the STEM interest and achievement of students. The study found that a scenario-based eLearning Mobile STEM Lab can influence STEM interest and achievement of elementary students. This promising finding leads to a recommendation for educators to use this approach and similar programs to make students more interested in science and improve their grades. Efforts by educators to design and implement scenario-based eLearning opportunities lead to increased learner engagement.

Ključne reči

scenario based learning; STEM; student engagement; eLearning; motivation

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