Research questions: How do students respond to different multi-dimensional learning materials in dissection activities?
Can virtual dissections/#D instruction enhance their engagement w/science dissections? (How they thought they took advantage of the different media in each condition with paper,live frog and virtual dissections?) Reframing: Can various forms of 3D instruction motivate / learning,
Add social learning theories of: Branford & Schwartz, Vygotsky on scaffolding, proximal development (3D theorists), Piaget on children and three dimensional learning, Howard Gardner, learning styles, spatial intelligence and children. Patty Greenfield, solo vs collaborative learning, Eleanor Duckworth, fun, learning and Grit
Pre and post labeling exercise scores
Gains from Pre and post
Lab test scores
Questionnaires for paper frog, dissection and visualization
Coding structure for open-ended questions
Use some numerical comparisons for some
Correlate lab tests with
About wanted to learn on their owndidnt want to do group thing.
3 of 16 got it on their own; other 13 stated that it was fun because I did it with the help of my classmates. 6-7 thought collaboration made it fun and allowed them to complete
had3D simulation experience before; had origami experience, had dissection
Only 2 (of 16) thought it wasnt fun.
said yes they learned more with simulation; the rest said they learned more with the live dissection
The different versions intrigued them. The live dissection was most helpful (5-6 of 16) (touch it and move it). Virtual was more fun.
Matching scores with their self-reporting on difficulty they had.
1) How do you feel you learn best?