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dc.contributor.authorLittle, Jamie Osborneen_US
dc.date.accessioned2014-03-14T20:19:44Z
dc.date.available2014-03-14T20:19:44Z
dc.date.issued1999-11-08en_US
dc.identifier.otheretd-120399-160625en_US
dc.identifier.urihttp://hdl.handle.net/10919/29909
dc.description.abstractRecent studies indicate that American high school students are not performing adequately on standardized tests in the area of science. In response, there has been a call to reform science education in the United States. These reform efforts coincide with advances in electronic communication and information technology that have revolutionized knowledge sharing. This study describes an effort to assess the effects of inter-school electronic collaboration on the quality of student final written products. In this study, students ranging in grade levels from 9-12 completed a problem-based earth science module delivered via the Internet. The module presented students with an ill-structured problem, problem-solving model, resources, and recommendations for further inquiry, all related to an authentic environmental issue. Students were also given a set of guidelines for a final written product and a minimum of 4 weeks to complete the project. While all students worked in cooperative groups within their classrooms, selected cooperative groups worked with cooperative groups of students in other schools via e-mail. These groups were collectively referred to as parallel groups. Cooperative groups of students who did not work via e-mail with other groups were collectively referred to as nonparallel groups. A team of evaluators scored the written products of parallel and nonparallel groups. The results were unexpected: The nonparallel groups scored significantly higher than the parallel groups on the final written product.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartjamie.pdfen_US
dc.rightsI hereby grant to Virginia Tech or its agents the right to archive and to make available my thesis or dissertation in whole or in part in the University Libraries in all forms of media, now or hereafter known. I retain all proprietary rights, such as patent rights. I also retain the right to use in future works (such as articles or books) all or part of this thesis or dissertation.en_US
dc.subjectConstructivismen_US
dc.subjectProblem-Based Learningen_US
dc.subjectElectronic Collaborationen_US
dc.subjectConstructivisten_US
dc.subjectCollaborationen_US
dc.titleThe Effects of Inter-Schools Collaboration on Student Written Product Scores in a Problem-Based, Constructivist Environmenten_US
dc.typeDissertationen_US
dc.contributor.departmentTeaching and Learningen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instructionen_US
dc.contributor.committeechairMoore, David Michaelen_US
dc.contributor.committeememberHolmes, Glen A.en_US
dc.contributor.committeememberBurton, John K.en_US
dc.contributor.committeememberDodi, Norman R.en_US
dc.contributor.committeememberMyers, Roberten_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-120399-160625/en_US
dc.date.sdate1999-12-03en_US
dc.date.rdate2000-07-11
dc.date.adate1999-07-11en_US


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