Using Virtual Field Trips to Connect Students with University Scientists: Core Elements and Evaluation of zipTrips™

Adedokun, Omolola A.; Hetzel, Kristin; Parker, Loran Carleton; Loizzo, Jamie; Burgess, Wilella; Robinson, J. Paul

doi:10.1007/s10956-011-9350-z

Cited by 29 publications

(30 citation statements)

References 12 publications

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“…EFTs have increased in popularity in recent years, as schools have cut travel budgets and teachers have identified constricting logistical barriers such as time, transportation, and academic testing demands that prevent them from taking physical class field trips to external locations (Adedokun et al, 2011;Parker et al, 2010;Stoddard, 2009). EFTs straddle the formal and non-formal education because they include an out-ofschool location connecting with students inside a typical classroom environment (Adedokun et al, 2012a;Adedokun et al, 2012b;Tuthill & Klemm, 2002;Loizzo et al, 2019;NRC, 2015).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

The science of mosquitoes: Youths’ perceptions, engagement, and learning from a Skype in the classroom science communication program

et al. 2020

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This study examined the impact of a live, interactive electronic field trip (EFT), called Scientist Online: The Science of Mosquitoes via the Streaming Science platform and Skype in the Classroom network for connecting university entomologists with middle and high school youth around the world. More than 150 students viewed the program, and 60 answered post-quantitative and qualitative questions regarding their perceptions of the EFT and knowledge related to mosquitoes. Students reported an increased knowledge about mosquitoes, mosquito-borne illness, mosquito-borne illness prevention and protection, entomology and related careers, and the mosquito life-cycle. Future research should determine how interactive, synchronous video programs with scientists can impact participants’ behavior intentions, specifically for making lifestyle choices based in science, as well as decision-making for improving their health and the planet.

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Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

The science of mosquitoes: Youths’ perceptions, engagement, and learning from a Skype in the classroom science communication program

et al. 2020

Self Cite

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“…Traditional field trips create many learning opportunities, allowing students to experience situations in the real world, interact with experts, and develop interest in a career (Adedokun et al, 2012;Behrendt & Franklin, 2014). They also break the monotony of learning in a classroom setting and enhance the comprehension of curricular content (Zanetis, 2010).…”

Section: Connections With the Real Worldmentioning

confidence: 99%

“…In the field of science, for example, interacting with an expert inspires students to develop career interest and helps them understand scientific processes (Adedokun et al, 2012). Students also benefit when these professionals help them see the relevance of class material.…”

Section: Connections With the Real Worldmentioning

confidence: 99%

Focus on Technology: Virtual Field Trips: Going on a Journey to Learn Without Leaving School

Morgan

2015

Childhood Education

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“…Higgins and Moeed (2017) found that students valued viewing 10-20 min pre-recorded science video clips along with integrated reflective and discussion activities for deeper learning. In addition to pre-recorded video clips, teachers can implement live television and web-casted electronic field trips (EFTs) for increasing STEM engagement and learning (Adedokun et al, 2011(Adedokun et al, , 2012a. EFTs typically include a subject matter expert in a field or laboratory location connecting with youth synchronously through live video and interactive chat about a focused topic or theme that enhances STEM classroom instruction (Loizzo et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Technologies such as Skype in the Classroom can provide interactive video dialogue to promote richer engagement and learning, as well as introduce students to a variety of scientist role models, science settings, and foster relationships that might not have otherwise been possible (Adedokun et al, 2012b). Research has shown EFTs can positively impact youths' STEM perceptions of scientists and careers (Adedokun et al, 2012a). The following section continues to build upon science communication and video research to introduce the conceptual framework that guided this study.…”

Section: Introductionmentioning

confidence: 99%

Scientist Online: Entomologists' Experiences Engaging With School Audiences Through Skype in the Classroom

et al. 2020

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Scientists often aim to inspire others who may not be as knowledgeable about specific scientific concepts to increase science interest and knowledge, mobilize communities for social and political change, and encourage the pursuit of STEM careers. Ideally, scientists would interact with public audiences face-to-face for rich dialogue and engagement at community venues such as libraries, churches, schools, and grocery stores. However, research shows the majority of Americans spend their time searching for scientific information on the web. As an alternative, some scientists have taken to participating in produced online video. Some online video platforms allow for synchronous dialogic engagement, such as Skype, for video-sharing. Skype in the Classroom is offered for school interactions with content experts through virtual field trips. The following study provides a practical overview of a specific program called "Scientist Online: The Science of Mosquitoes," its application of Skype in the Classroom two-way video technology for fostering STEM dialogue, and a qualitative analysis of scientists' experiences and scientist-student interactions. The authors analyzed interviews with the participating scientists and call transcriptions of the scientist-student conversations with five schools and more than 100 students from Florida, Pennsylvania, Canada, and Pakistan. Skype in the Classroom served as an effective platform for scientists to engage with various school audiences, improving their confidence in science communication. The online synchronous format of Skype in the Classroom prompted scientists to prepare content and conduct background research of participants' locations in advance. Scientists recognized the importance of their roles as science communicators to dialogue about science in digestible terms, and Skype in the Classroom allowed them to balance their roles as researchers and contributors to public outreach. Recommendations are also discussed.

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Using Virtual Field Trips to Connect Students with University Scientists: Core Elements and Evaluation of zipTrips™

Cited by 29 publications

References 12 publications

The science of mosquitoes: Youths’ perceptions, engagement, and learning from a Skype in the classroom science communication program

The science of mosquitoes: Youths’ perceptions, engagement, and learning from a Skype in the classroom science communication program

Focus on Technology: Virtual Field Trips: Going on a Journey to Learn Without Leaving School

Scientist Online: Entomologists' Experiences Engaging With School Audiences Through Skype in the Classroom

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