Abstract
The goal of the study is to investigate the effectiveness of applying Google Earth (GE) in an elementary science lesson by comparing the academic results between GE-integrated instruction and traditional instruction. The teaching practice was implemented in two Chinese elementary schools located in Hangzhou, Zhejiang Province. The GE-integrated and traditional inquiry activities were both designed based on 5E learning cycle and qualitative and quantitative methods were used to test the effectiveness of GE-integrated instruction. Data analysis found that: (1) students shown great interests in GE-integrated science lesson; (2) teachers held positive attitude toward the application of GE in science teaching; (3) there were no significant differences in academic results between traditional instruction and GE-integrated instruction. Suggestions and proposals were put forward at the end of the study.
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Acknowledgement
This work was supported by the Fundamental Research Funds for the Central Universities (DCL001), and grant from the Instructional Reform funding from Department of Education of Zhejiang Province (KG2015001) and Department of Education Online Learning funding (2016YB143).
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Cheng, X., Guo, Y., Li, Y. (2017). Empirical Study on Google Earth (GE)-Integrated Science Lessons: Cases from Two Chinese Elementary Schools. In: Cheung, S., Kwok, Lf., Ma, W., Lee, LK., Yang, H. (eds) Blended Learning. New Challenges and Innovative Practices. ICBL 2017. Lecture Notes in Computer Science(), vol 10309. Springer, Cham. https://doi.org/10.1007/978-3-319-59360-9_24
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