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Educating Students for STEM Literacy: GlobalEd 2

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Book cover Technology, Theory, and Practice in Interdisciplinary STEM Programs

Abstract

GlobalEd 2 (GE2) engages classrooms of students online, and simulates negotiations of international agreements on issues of global concern such as water scarcity and climate change. GE2 is an interdisciplinary problem-based curriculum targeting students’ global awareness, scientific literacies, and twenty-first century workforce skills. For the past 15 years, various iterations of GE2 have been implemented in classrooms, ranging from middle schools through college. Results have demonstrated the positive impact of GE2 along a number of dimensions including writing, argumentation, science knowledge, and social perspective taking. This chapter provides an overview of GE2, its design principles and discusses data from a recent implementation with college freshmen, specifically focusing on gains with respect to self-efficacy across multiple domains.

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Notes

  1. 1.

    Derek Bok, Our Underachieving Colleges: A Candid Look at How Much Students Learn and Why They Should be Learning More (Princeton, NJ: Princeton University Press, 2007), 226.

  2. 2.

    John Morely, “Labour Market Developments in the New EU Member States,” Industrial Relations Journal 38, no. 6 (2007): 458–79.

  3. 3.

    John J. Heldrich, “Survey of New Jersey Employers to Assess the Ability of Higher Education Institutions to Prepare Students for Employment,” The New Jersey Commission on Higher Education, 2005, accessed June 10, 2015, http://files.eric.ed.gov/fulltext/ED485290.pdf.

  4. 4.

    Kimberly A. Lawless and Scott W. Brown, “Developing Scientific Literacy Skills through Interdisciplinary, Technology-based Global Simulations: GlobalEd2,” The Curriculum Journal 1 (2015): 1–22.

  5. 5.

    See Mark A. Boyer and Scott W. Brown, “Gender, Technology and Group Decision-Making: An Experimental Study in Secondary Education International Studies,” U.S. Department of Education; Office of Educational Research and Improvement—Field Initiated Grants: ED-ERI-84.30ST, 2001; Mark A. Boyer, Scott W. Brown, Michael Butler, Natalie Florea, Maria Hernandez, Paula R. Johnson, Lin Meng, and Clarisse Lima, “Educating for Global Awareness: Implications for Governance and Generational Change,” Global Change, Peace & Security 16, no. 1 (2004): 73–77; Scott W. Brown, Mark A. Boyer, Hayley Mayall, Paula R. Johnson, Lin Meng, Michael Butler, Katherine Weir, Natalie Florea, Maria Hernandez, and Sally Reis, “The GlobalEd Project: Gender Differences in a Problem-based Learning Environment of International Negotiations,” Instructional Science 31, nos. 4–5 (2003): 255–76; Natalie Florea, Mark A. Boyer, Scott W. Brown, Michael Butler, Maria Hernandez, Katherine Weir, Lin Meng, Paula R. Johnson, Hayley Mayall, and Clarisse Lima, “Negotiating from Mars to Venus: Some Findings on Gender’s Impact in Simulated International Negotiations,” Simulation and Games 34, no. 2 (2003): 226–48.

  6. 6.

    The following federal grants supporting GlobalEd 2: Scott W. Brown, Kimberly A. Lawless, and Mark A. Boyer, “Expanding the Science and Literacy Curricular Space: The GlobalEd II Project,” U.S. Department of Education: The Institute of Education Sciences, IES, #R305A080622, 2008; Scott W. Brown and Kimberly A. Lawless, “GlobalEd 2: Efficacy and Replication—Goal 3,” U.S. Department of Education: The Institute of Education Sciences, IES, #R305A1300195, 2013.

  7. 7.

    For a review of the findings from GlobalEd 2 research, see Scott W. Brown and Kimberly A. Lawless, “Promoting Students’ Writing Skills in Science through an Educational Simulation: The GlobalEd 2 Project,” In Human-Computer interaction, Part I, HCII 2014, edited by Panayiotis Zaphiris, LNCS 8523, 371–79, Switzerland: Springer International Publishing, 2014; Scott W. Brown, Kimberly A. Lawless, and Mark A. Boyer, “The GlobalEd 2 Simulations: Promoting Positive Academic Dispositions in Middle School Students in a Web-based PBL Environment,” in Essential Readings in Problem-based Learning, eds. Andrew Walker, Heather Leary, Cindy Hmelo-Silver and Peggy Ertmer (West Lafayette, IN: Purdue University Press, 2015), 147–59; Scott W. Brown, Kimberly A. Lawless, and Mark A. Boyer, “Promoting Science Literacy in College Students” (presented at the International Convention of Psychological Science, Amsterdam, NL), accessed March 14, 2015, https://osf.io/8zh59/; Scott W. Brown, Kimberly A. Lawless, Mark A. Boyer, Andrew Cutter, Kamila Brodowinska, Daniel O’Brien, Gregory Williams, Nicole Powell, and Maria Fernada Enriquez, “GlobalEd 2: Using PBL to Promote Learning in Science and Writing” (poster presented at the Association of Psychological Science Conference, Boston, MA, May 2010); Scott W. Brown, Kimberly A. Lawless, Mark A. Boyer, Gregory P. Mullin, Mariya Yukhymenko, Andrew Cutter, Kamila Brodowinska Bruscianelli, Nicole Powell, Maria Fernada Enriquez, Gerald Rice, and Gena K. Khodos, “Impacting Middle School Students’ Science Knowledge with Problem-based Learning Simulations,” (paper presented at the IADIS International Conference Cognition and Exploratory Learning in Digital Age, Rio de Janeiro, Brazil, November 2011); Hunter Gehlbach, Scott W. Brown, Andri Ioannou, Mark A. Boyer, Natalie F. Hudson, Anat Niv-Solomon, Donalyn Maneggia, and Laua Janik, “Increasing Interest in Social Studies: Social Perspective Taking and Self-efficacy in Stimulating Simulations” Contemporary Educational Psychology, 33, (2008): 894–914; Kimberly A. Lawless and Scott W. Brown, “Developing Scientific Literacy Skills through Interdisciplinary, Technology-based Global Simulations: GlobalEd2,” The Curriculum Journal 1 (2015): 1–22.; Kimberly A. Lawless, Scott W. Brown, Kamila Brodowinska, Kathryn Field, Lisa Lynn, Jeremy Riel, Lindsey Le-Gervais, Charles Dye, and Rasis Alanazi, “Expanding the Science and Literacy Curricular Space: The GlobalEd 2 Project” (paper presented at Eastern Educational Research Association Annual Meeting, Jacksonville, FL, February, 2014); Kimberly A. Lawless, Scott W. Brown, Kamila Brodowinska, Lisa Lynn, Jeremy Riel, Kathryn Fields, Lindsey Le-Gervais, and Gregory P. Mullin, “The GE2 Project—Developing a Scientifically Literate Citizenry,” In Encyclopedia of Information Science and Technology, Third edition, ed. Mehdi Khosrow-Pour, Hershey, PA: IGI Global, 2014.

  8. 8.

    National Assessment of Educational Progress (NAEP) 2009, accessed April 22, 2012, http://www.nagb.org/publications/frameworks/science-09.pdf; National Center for Educational Statistics (NCES) 2011, accessed April 27, 2012, http://nces.ed.gov/pubs2011/2011004.pdf.

  9. 9.

    National Research Council, “Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century” (Washington, DC: National Academy Press, 2012).

  10. 10.

    Jonathan F. Osborne, Sibel Erduran, and Shirely Simon, Ideas, Evidence and Argument in Science. Inservice Training Pack, Resource Pack and Video (London: Nuffield Foundation, 2004), 995.

  11. 11.

    See Jay Lemke, Talking Science: Language, Learning, and Values (Norwood, NJ: Ablex, 1990); Victor Sampson and Douglas Clark, “Assessment of the Ways Students Generate Arguments in Science Education: Current Perspectives and Recommendations for Future Directions,” Science Education, 92, (2008): 447–472; Philip H. Scott, “Teacher Talk and Meaning Making in Science Classrooms: A Vygotskian Analysis and Review,” Studies in Science Education 32 (1998): 45–80.

  12. 12.

    American Association of Colleges and Universities (AACU), “Raising the Bar: Employers’ Views on Colleges Learning in the Wake of the Economic Downturn,” 2010, accessed May 11, 2015, https://www.aacu.org/sites/default/files/files/LEAP/2009_EmployerSurvey.pdf; Gallup Postsecondary Education Aspirations and Barriers, 2014, accessed June 9, 2015, http://www.luminafoundation.org/resources/postsecondary-education-aspirations-and-barriers; John Morely, “Labour market developments in the new EU Member States,” Industrial Relations Journal 38, no. 6 (2007): 458–79.

  13. 13.

    National Research Council, Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (Washington, DC: National Academy Press, 2012), 253.

  14. 14.

    Janet L. Kolodner, Case-Based Reasoning (San Mateo, CA: Morgan Kaufmann, 1993).

  15. 15.

    Lawless and Brown, “Developing Scientific Literacy Skills through Interdisciplinary, Technology-based Global Simulations.”; Brown, Lawless, and Boyer, “The GlobalEd 2 Simulations.”

  16. 16.

    Katherine L. McNeill and Joseph Krajcik, “Scientific Explanations: Characterizing and Evaluating the Effects of Teachers’ Instructional Practices on Student Learning,” Journal of Research in Science Teaching 45, no. 1 (2008): 53–78.

  17. 17.

    Scott W. Brown, Kimberly A. Lawless, and Mark A. Boyer, “The GlobalEd 2 Project: Expanding the Science and Literacy Curricular Space.” In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, ed. Theo Bastiaens, Jon Dron and Cindy Xin, 160–4 (Chesapeake, Va.: AACE, 2009) http://www.editlib.org/p/32449.

  18. 18.

    Refer to the following two studies by Brodowinska et al describing the PBL fidelity factors: Kamila Brodowinska, Kimberly A. Lawless, Mark A. Boyer, Scott W. Brown, Daniel O’Brien, Gregory Williams, Nicole Powell, and Maria Fernada Enriquez, “Teachers’ Approaches to Implementing a Problem-based Learning Simulation” (paper presented at the Society for Information Technology & Teacher Education Conference, San Diego, CA, April 2010); Kamila Brodowinska, Lisa Lynn, Kimberly A. Lawless, Scott W. Brown, Mark A. Boyer, Daniel O’Brien, Andrew Cutter, Maria Fernada Enriquez, Gena Khodos, Donalyn Maneggia, Gregory P. Mullin, Nicole Powell, and Gregory Williams, “Teachers’ Varied Approaches to Implementing a PBL, GlobalEd 2 Simulation: An Evolved Analysis” (paper presented at the American Educational Research Conference, Vancouver, Canada, April 2012).

  19. 19.

    Lawless and Brown, “Developing Scientific Literacy Skills through Interdisciplinary, Technology-based Global Simulations.”; Brown, Lawless, and Boyer, “The GlobalEd 2 Simulations.”

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Acknowledgements

This research has been supported by grants from the US Department of Education’ Office of Educational Research and Improvement (OERI), and the Institute for Education Sciences (IED). The authors gratefully acknowledge the support of OERI and IES for the research reported in this chapter. The opinions and positions expressed in this chapter represent those of the authors and do not necessarily represent the position of the US Department of Education.

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Authors and Affiliations

  1. College of Education, University of Illinois at Chicago, Chicago, IL, USA

    Kimberly A. Lawless

  2. Educational Psychology, University of Connecticut, Storrs, CT, USA

    Scott W. Brown

  3. Environmental Studies Program, University of Connecticut, Storrs, CT, USA

    Mark A. Boyer

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  1. Kimberly A. Lawless
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  2. Scott W. Brown
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  3. Mark A. Boyer
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  1. City University of New York, New York City College of Technology, Brooklyn, New York, USA

    Reneta D Lansiquot

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Lawless, K.A., Brown, S.W., Boyer, M.A. (2016). Educating Students for STEM Literacy: GlobalEd 2. In: Lansiquot, R. (eds) Technology, Theory, and Practice in Interdisciplinary STEM Programs. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-56739-0_4

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