Using blogging to increase science content knowledge and transfer
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Date
2014
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Montana State University - Bozeman, Graduate School
Abstract
This study looked at using blogging in the general science classroom to increase the acquisition of science content knowledge and transfer. Research questions considered blogging as it relates to increased critical thinking skills along with improved acquisition and transfer of content knowledge. Other considerations included improvement of test scores due to blogging and the impacts of blogging on teachers, both positive and negative. The participants of this research project were forty 5th grade students at a small rural school in Maine. Methods consisted of implementing a classroom blog with strict guidelines in one group of nineteen students while not implementing the same for the second group of students. All other methods of teaching, including lecture, discussion, labs, and text readings were the same. Data collection and analysis included classroom observations, student surveys, teacher reflection, student reflection, and classroom assessments.