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Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students

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Abstract

This year-long, quasi-experimental study investigated the impact of the use of netbook computers and interactive science software on fifth-grade students’ science learning processes, academic achievement, and interest in further science, technology, engineering, and mathematics (STEM) study within a linguistically diverse school district in California. Analysis of students’ state standardized science test scores indicated that the program helped close gaps in scientific achievement between at-risk learners (i.e., English learners, Hispanics, and free/reduced-lunch recipients) and their counterparts. Teacher and student interviews and classroom observations suggested that computer-supported visual representations and interactions supported diverse learners’ scientific understanding and inquiry and enabled more individualized and differentiated instruction. Finally, interviews revealed that the program had a positive impact on students’ motivation in science and on their interest in pursuing science-related careers. This study suggests that technology-facilitated science instruction is beneficial for improving at-risk students’ science achievement, scaffolding students’ scientific understanding, and strengthening students’ motivation to pursue STEM-related careers.

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Authors and Affiliations

  1. Michigan State University, 620 Farm Lane, Erickson Hall Room 230, East Lansing, MI, 48824, USA

    Binbin Zheng

  2. University of California, Irvine, 3200 Education, Irvine, CA, 92697, USA

    Mark Warschauer, Jin Kyoung Hwang & Penelope Collins

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  1. Binbin Zheng
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  2. Mark Warschauer
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  3. Jin Kyoung Hwang
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  4. Penelope Collins
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Correspondence to Binbin Zheng.

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Zheng, B., Warschauer, M., Hwang, J.K. et al. Laptop Use, Interactive Science Software, and Science Learning Among At-Risk Students. J Sci Educ Technol 23, 591–603 (2014). https://doi.org/10.1007/s10956-014-9489-5

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