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Soon C. Lee 1 Karen E. Irving 1 Douglas T. Owens 1 Stephen J. Pape 2 Melissa L. Shirley 3

Relationships Among Student Perceptions of Learning and Student Metacognition and Teacher Awareness in Connected Science Classrooms. 1 The Ohio State University 2 University of Florida 3 University of Louisville. Soon C. Lee 1 Karen E. Irving 1 Douglas T. Owens 1 Stephen J. Pape 2

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Soon C. Lee 1 Karen E. Irving 1 Douglas T. Owens 1 Stephen J. Pape 2 Melissa L. Shirley 3

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  1. Relationships Among Student Perceptions of Learning and Student Metacognition and Teacher Awareness in Connected Science Classrooms 1 The Ohio State University 2 University of Florida 3 University of Louisville Soon C. Lee1 Karen E. Irving 1 Douglas T. Owens1 Stephen J. Pape2 Melissa L. Shirley3 2010 ASTE Mid-Atlantic Regional Conference September 24 – 25, 2010 Johnson City, TN

  2. Access point Student calculators The Connected Classroom The TI-Navigator System facilitate the teacher to: • Aware of student learning progress • Provide students formative feedback The TI-Navigator System enhance the students to: • Aware of their learning progress • Engage in activities and discourses Computer projector Network hubs MAASTE Regional Conference Johnson City, TN

  3. CCMS Project Overview (Classroom Connectivity for Mathematics and Science Learning) • A randomized cross-over trial where the control group is exposed to the intervention sequentially • Implementation of technology into the participants’ classrooms • Intervention for participants: 1) Provision of CCT (TI Navigator™) 2) Professional development (PD) 3) Online training and discussion forum 4) Follow-up PD at an annual technology conference MAASTE Regional Conference Johnson City, TN

  4. Research Questions In science classrooms with CCT, 1. How do students perceive their learning? 2. What are students' perceptions of the teachers’ awareness of their learning? 3. What is students’ metacognitive awareness of their learning? 4. What are students' perceptions of their engagement and interactions? 5. What are the relationships among the constructs? MAASTE Regional Conference Johnson City, TN

  5. Participants MAASTE Regional Conference Johnson City, TN

  6. Coding SFG Interviews • Student Focus Group (SFG) interview - 4 to 8 students - 20 ~ 30 minutes - Audio recorded and transcribed • Coding Book • NVivo 8 • Coding Comparison MAASTE Regional Conference Johnson City, TN

  7. Conceptual Framework/Code Structure Major Codes CAC SP CPC CTPS CSL CA 1st Sub-Codes CA PE SEv Ex Q&T 2nd Sub-Codes TCC N&G Sc G&Eq Ac Lc CI Nv An SL EH Fun SU SM VF SEn TA Qp Hypothetical Relationship TchI MAASTE Regional Conference Johnson City, TN

  8. Inter-rater agreement of KEI vs. SCL K .753 2nd Sub-Codes : 111,112,121,122 131,132 211,212,… .805 1st Sub-Codes: 1-1, 1-2, 1-3, 2-1, 2-2, 3-1, 3-2, 4-1, 4-2, 4-3 .850 Major Codes: 1.CC, 2. SP, 3.CAC, 4.TchI Cohen's kappa coefficient (K > 0.8) indicates excellent agreement. MAASTE Regional Conference Johnson City, TN

  9. Student Survey • During or Before the classroom observation • 16 Likert-type questions • 207 students completed • Consist of 5 constructs - Student Learning (SL: Q1, Q8, Q13) - Teachers’ awareness (TA: q3, q5) - Student metacognition (SM: q11, q12, q15) - Student engagement (SEn: q6, q7, q9, q10) - Classroom interactions (CI: q2, q4, q14, q16) MAASTE Regional Conference Johnson City, TN

  10. Preliminary Findings 1. Positive attitude for learning science “It was really fun. … I think it grabs your attention more” (3064, 2007.2.22) “It was fun. And like it helps us like with speed and velocity and like distance and stuff.” (3026, 2007. 4.27) “I think that it was a good technique for body movements and stuff.” (3026, 2007. 4.27) MAASTE Regional Conference Johnson City, TN

  11. Preliminary Findings cont. 2. Teachers’ awareness “I think with it like the teachers can notice who is having trouble and who is not” (3064, 2007.2.22). “If she wants to see if we know it, and if we don’t, then she will help us and she goes over it with us.” (3050, 2007.2.27) MAASTE Regional Conference Johnson City, TN

  12. Preliminary Findings cont. 3. Metacognitive awareness “And we talk about why we may have thought that the other answer is correct and why it is not.” (3033, 2007.4.12). “Well, I know I need to study a lot more this weekend” (3033, 2007.4.12) “We get to see our results as a class and what we think about it …” (3033, 2007.4.12) MAASTE Regional Conference Johnson City, TN

  13. Preliminary Findings cont. 4. Student Engagement “Keeps me focused and helps me learn better” (3050, 2007.2.27). “I think there are people who don't participate without like the Navigator tend to participate more when we are doing the Navigator” (1027, 2006.03.06) MAASTE Regional Conference Johnson City, TN

  14. Preliminary Findings cont. 5. Formative feedback “It gets better because she can send those Learning Checks and she helps us with our mistakes and we can go back and correct them.” (3026, 2007.4.27) “I think it helps him by letting him know that he needs to teach it more, and take more time teaching how to do what we are suppose to be doing because we don’t get it” (1042,2006.04.24) MAASTE Regional Conference Johnson City, TN

  15. e=.09, P=.77 e=.84, P=.00 e=.807, P=.03 e=.53, P=.00 e=.52, P=.00 e=.15, P=.36 Preliminary Findings cont. 6. Preliminary SEM analysis * The model fits (e.g. IFI = .900, RMSEA = .077) MAASTE Regional Conference Johnson City, TN

  16. Preliminary Assertions 1. CCT increases student engagement 2. CCT changes the ways of classroom interactions 3. CCT increases teacher awareness of student understanding 4. CCT increases student metacognitive awareness of their learning 5. Teacher’s awareness and student metacognition enhance student learning MAASTE Regional Conference Johnson City, TN

  17. Studies in Progress • How do students’ perceptions of learning differ due to teachers’ implementation of CCT? • What is the best implementation or strategy to increase student’s learning with CCT? • Data sets: Teachers’ interviews, classroom observations, and student survey data MAASTE Regional Conference Johnson City, TN

  18. Contact Information • Questions or Comments? • Soon Chun Lee Lee.3552@osu.edu • Karen Irving Irving.8@osu.edu MAASTE Regional Conference Johnson City, TN

  19. Relationships Among Student Perceptions of Learning and Student Metacognition and Teacher Awareness in Connected Science Classrooms 1 The Ohio State University 2 University of Florida 3 University of Louisville Soon C. Lee1 Karen E. Irving 1 Douglas T. Owens1 Stephen J. Pape2 Melissa L. Shirley3 2010 ASTE Mid-Atlantic Regional Conference September 24 – 25, 2010 Johnson City, TN

  20. Coding Book(Version 2.5) Back MAASTE Regional Conference Johnson City, TN MAASTE Regional Conference Johnson City, TN

  21. NVivo 8 Software Back MAASTE Regional Conference Johnson City, TN

  22. Coding Comparison Back MAASTE Regional Conference Johnson City, TN

  23. Student Survey Back MAASTE Regional Conference Johnson City, TN

  24. Comparison of SFG Interviews * * Frequency of Coding the Codes MAASTE Regional Conference Johnson City, TN

  25. Comparison of Survey Responses *1 (Strongly Disagree) to 5 (Strongly Agree) Likert-scale MAASTE Regional Conference Johnson City, TN

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