ERIC Number: EJ1029925
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Computer Technology-Integrated Projects Should Not Supplant Craft Projects in Science Education
Klopp, Tabatha J.; Rule, Audrey C.; Schneider, Jean Suchsland; Boody, Robert M.
International Journal of Science Education, v36 n5 p865-886 2014
The current emphasis on computer technology integration and narrowing of the curriculum has displaced arts and crafts. However, the hands-on, concrete nature of craft work in science modeling enables students to understand difficult concepts and to be engaged and motivated while learning spatial, logical, and sequential thinking skills. Analogy use is also helpful in understanding unfamiliar, complex science concepts. This study of 28 academically advanced elementary to middle-school students examined student work and perceptions during a science unit focused on four fossil organisms: crinoid, brachiopod, horn coral and trilobite. The study compared: (1) analogy-focused instruction to independent Internet research and (2) computer technology-rich products to crafts-based products. Findings indicate student products were more creative after analogy-based instruction and when made using technology. However, students expressed a strong desire to engage in additional craft work after making craft products and enjoyed making crafts more after analogy-focused instruction. Additionally, more science content was found in the craft products than the technology-rich products. Students expressed a particular liking for two of the fossil organisms because they had been modeled with crafts. The authors recommend that room should be retained for crafts in the science curriculum to model science concepts.
Descriptors: Science Education, Elementary School Students, Middle School Students, Integrated Curriculum, Technology Integration, Art, Handicrafts, Creativity, Teaching Methods, Thinking Skills, Spatial Ability, Scientific Concepts, Hands on Science, High Achievement, Rural Schools, Pretests Posttests, Paleontology, Scoring Rubrics, Statistical Analysis, Comparative Analysis, Learner Engagement
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Iowa