SCENARIO-BASED eLEARNING AND STEM EDUCATION: A QUALITATIVE STUDY EXPLORING THE PERSPECTIVES OF EDUCATORS

  • David E. Proudfoot, Dr. University of Phoenix, School of Advanced Studies Center for Educational and Instructional Technology Research, Arizona
  • Mansureh Kebritchi, Dr. University of Phoenix, School of Advanced Studies Center for Educational and Instructional Technology Research, Arizona

Abstract

There are a variety of extra curricular activities and programs that aim to promote Science, Technology, Engineering, and Mathematics (STEM) education, but there are limited examples of extending STEM curriculum by employing scenario-based eLearning opportunities in a mobile lab learning environment. Following students participation in a first of its kind STEM Mobile Lab program that uses a scenario-based eLearning approach for instruction, twelve educators from four Title I elementary schools were asked about their perceptions of the influence of the Mobile Lab program on the STEM education of their students. The semi-structured interview protocol contained questions intended to explore participants’ perceptions regarding the influence of a scenario-based eLearning Mobile STEM Lab program on the STEM interest and achievement of students. The study found that a scenario-based eLearning Mobile STEM Lab can influence STEM interest and achievement of elementary students. This promising finding leads to a recommendation for educators to use this approach and similar programs to make students more interested in science and improve their grades. Efforts by educators to design and implement scenario-based eLearning opportunities lead to increased learner engagement.

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Published
2017-06-20
How to Cite
PROUDFOOT, David E.; KEBRITCHI, Mansureh. SCENARIO-BASED eLEARNING AND STEM EDUCATION: A QUALITATIVE STUDY EXPLORING THE PERSPECTIVES OF EDUCATORS. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), [S.l.], v. 5, n. 1, p. 7-18, june 2017. ISSN 2334-8496. Available at: <http://ijcrsee.com/index.php/IJCRSEE/article/view/3>. Date accessed: 20 aug. 2017. doi: https://doi.org/10.5937/IJCRSEE1701007P.