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ERIC Number: EJ1134081
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: N/A
Learning from a Distance: High School Students' Perceptions of Virtual Presence, Motivation, and Science Identity during a Remote Microscopy Investigation
Childers, Gina; Jones, M. Gail
International Journal of Science Education, v39 n3 p257-273 2017
Through partnerships with scientists, students can now conduct research in science laboratories from a distance through remote access technologies. The purpose of this study was to explore factors that contribute to a remote learning environment by documenting high school students' perceptions of science motivation, science identity, and virtual presence during a remote microscopy investigation. Exploratory factor analysis identified 3 factors accounting for 63% of the variance, which suggests that "Science Learning Drive" (students' perception of their competence and performance in science and intrinsic motivation to do science), "Environmental Presence" (students' perception of control of the remote technology, sensory, and distraction factors in the learning environment, and relatedness to scientists), and "Inner Realism Presence" (students' perceptions of how real is the remote programme and being recognised as a science-oriented individual) were factors that contribute to a student's experience during a remote investigation. Motivation, science identity, and virtual presence in remote investigations are explored.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A