TY - JOUR
T1 - Learning from a distance
T2 - high school students’ perceptions of virtual presence, motivation, and science identity during a remote microscopy investigation
AU - Childers, Gina
AU - Jones, M. Gail
N1 - Publisher Copyright:
© 2017 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2017/2/11
Y1 - 2017/2/11
N2 - Through partnerships with scientists, students can now conduct research in science laboratories from a distance through remote access technologies. The purpose of this study was to explore factors that contribute to a remote learning environment by documenting high school students’ perceptions of science motivation, science identity, and virtual presence during a remote microscopy investigation. Exploratory factor analysis identified 3 factors accounting for 63% of the variance, which suggests that Science Learning Drive (students’ perception of their competence and performance in science and intrinsic motivation to do science), Environmental Presence (students’ perception of control of the remote technology, sensory, and distraction factors in the learning environment, and relatedness to scientists), and Inner Realism Presence (students’ perceptions of how real is the remote programme and being recognised as a science-oriented individual) were factors that contribute to a student’s experience during a remote investigation. Motivation, science identity, and virtual presence in remote investigations are explored.
AB - Through partnerships with scientists, students can now conduct research in science laboratories from a distance through remote access technologies. The purpose of this study was to explore factors that contribute to a remote learning environment by documenting high school students’ perceptions of science motivation, science identity, and virtual presence during a remote microscopy investigation. Exploratory factor analysis identified 3 factors accounting for 63% of the variance, which suggests that Science Learning Drive (students’ perception of their competence and performance in science and intrinsic motivation to do science), Environmental Presence (students’ perception of control of the remote technology, sensory, and distraction factors in the learning environment, and relatedness to scientists), and Inner Realism Presence (students’ perceptions of how real is the remote programme and being recognised as a science-oriented individual) were factors that contribute to a student’s experience during a remote investigation. Motivation, science identity, and virtual presence in remote investigations are explored.
KW - Motivation
KW - learning technologies
UR - http://www.scopus.com/inward/record.url?scp=85014440604&partnerID=8YFLogxK
U2 - 10.1080/09500693.2016.1278483
DO - 10.1080/09500693.2016.1278483
M3 - Article
AN - SCOPUS:85014440604
SN - 0950-0693
VL - 39
SP - 257
EP - 273
JO - International Journal of Science Education
JF - International Journal of Science Education
IS - 3
ER -