Master of Science / Department of Geology / Iris M. Totten / Problem-based learning in the sciences has been demonstrated to be a successful
educational approach to engage students and increase content knowledge. However, the
power of collaborative learning to engage students, increase content knowledge and
develop problem-solving skills in the sciences has not yet been fully researched.
Collaborative learning has an enormous potential not only to foster student learning, but
also to increase interest in the sciences and promote cutting-edge education strategies
worldwide.
Collaborative learning tactics in this study take place within the virtual learning
environment entitled “GeoWorlds.” GeoWorlds is an online educational gaming
program within the Second Life 3-D Teen Grid. The curriculum was developed as a
collaborative, investigative and engaging program to promote learning of Earth science
content. The program allows students to be submersed-in and explore different geologic
time periods; enabling them to observe species and geological structures while interacting
with one another to complete tasks. This study investigates the educational impact,
emotional response and overall feedback of the GeoWorlds virtual learning environment
on Midwest ninth graders.
| Identifer | oai:union.ndltd.org:KSU/oai:krex.k-state.edu:2097/4231 |
| Date | January 1900 |
| Creators | Fenwick, Emily L. |
| Publisher | Kansas State University |
| Source Sets | K-State Research Exchange |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
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