Learning from a distance: high school students' perceptions of virtual presence, motivation, and science identity during a remote microscopy investigation. Issue 3 (11th February 2017)

• Record Type: Journal Article
• Authors: Childers, Gina; Jones, M. Gail
• Is Part Of: International journal of science education. Volume 39:Issue 3(2017)
• Page Start: 257
• Page End: 273
• Publication Date: 2017-02-11
• Subjects: Motivation -- learning technologies; Science -- Study and teaching -- Periodicals; Science teachers -- Periodicals; 507
• DOI: 10.1080/09500693.2016.1278483
• Languages: English
• ISSNs: 0950-0693

Abstract

ABSTRACT: 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.