Running Head: SYNTHESIS

Synthesis
Katie Chock
November 9, 2015
CURR 345
Sylvia Turner, Ed.D.
Teacher College of San Joaquin

SYNTHESIS

Technology is a resource that teachers can use to boost student achievement and
engagement in science. According to Bender and Bull (2013), teachers who incorporate
technology into their curriculum see academic advantages in their classrooms. Prezi, Web-based
Learning Tools (WBLT) and tools such as Inspiration and Appleworks are all resources that
research suggests will positively impact achievement within a science classroom (Bender & Bull,
2011; Cifuentes & Hsieh, 2001; Kay, 2011). Kays (2011) research indicates that students have
higher engagement levels and personal beliefs regarding the use of technology when learning
science. A variety of websites exist to further reinforce curricula and aid students through realworld applications, and displays of science phenomenon that students would otherwise not be
exposed to (Meots & Pedaste, 2014). When technology is implemented appropriately,
advantages to students include higher engagement and the ability to re-watch video clips at their
own pace (Molyneux & Godinbo, 2012). Finding ways to increase students achievement and
engagement in science is an ongoing focus for teachers.

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In addition to technology, data suggests that student- led discourse and inquiry can serve
to increase levels of engagement, attitude and success in the middle school science classroom
(Odom & Bell, 2015; Smart & Marshall, 2013). Students engagement in discourse and content
are dependent on the questioning level, complexity of questions, questioning ecology,
communication patterns, and classroom interactions (Smart & Marshall, 2013). Students who are
able ask questions that they care about and struggle to find the answers develop the ability to
problem solve and think critically (Meots, & Pedaste, 2014). On the other hand, teacher-led
direct instruction and watching teachers do experiments negate students learning as well as their
attitudes towards learning science. (Odom & Bell, 2015)
Researchers agree that relevant problems that interest students are vital factors that affect
students motivation, engagement, and achievement (Harmer & Cates, 2007; ONeill, 2010).
Middle school students who are able to utilize the resources within their environment, are more
likely to be active participants in the science classroom and recognize the relationship between
the data and learning objectives in the lessons (McLaughlin, 2013). Further, they learn better
when the topics and assignments taught have a direct correlation to their personal life
(McLaughlin, 2013).

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REFERENCES
Bender, C., & Bull, P. H. (2011). Using prezi to motivate middle school. Journal On School
Educational Technology, 7(3), 10-21.
Cifuentes, L., & Hsieh, Y. J. (2004). Visualization for middle school students' engagement in
science learning. Journal Of Computers In Mathematics & Science Teaching, 23(2), 109137.
Kay, R. R. (2011). Examining the effectiveness of web-based learning tools in middle and
secondary school science classrooms. Interdisciplinary Journal Of E-Learning &
Learning Objects, 7, 359-374.
Harmer, A. J., & Cates, W. M. (2007). Designing for learner engagement in middle school
science: technology, inquiry, and the hierarchies of engagement. Computers In The
Schools, 24(1/2), 105-124. doi:10.1300/J025v24n01_08

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Meots, M. M., & Pedaste, M. M. (2014). The role of general inquiry knowledge in enhancing
transformative inquiry process in a web-based learning environment. Journal Of Baltic
Science Education, 13(1), 19-31.
McLaughlin, C. C. (2013). Engaging middle school students in the analysis and interpretation of
real-world data. Science Scope, 37(3), 53-58.
Molyneux, P. P., & Godinho, S. S. (2012). "This is my thing!": Middle years students'
engagement and learning using digital resources. Australasian Journal Of Educational
Technology, 28(8), 1466-1486.
Odom, A. L., & Bell, C. A. (2015). Associations of middle school student science achievement
and attitudes about science with student-reported frequency of teacher lecture
demonstrations and student-centered learning. International Journal Of Environmental &
Science Education, 10(1), 87-98. doi:10.12973/ijese.2015.232a
O'Neill, T. B. (2010). Fostering spaces of student ownership in middle school science. Equity &
excellence in education, 43(1), 6-20. doi:10.1080/10665680903484909
Smart, J. J., & Marshall, J. M. (2013). Interactions between classroom discourse, teacher
questioning, and student cognitive engagement in middle school science. Journal Of
Science Teacher Education, 24(2), 249-267. doi:10.1007/s10972-012-9297-9