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Photovoice as an evaluation tool for student learning on a field trip.

Authors :
Behrendt, Marc
Machtmes, Krisanna
Source :
Research in Science & Technological Education. Jul2016, Vol. 34 Issue 2, p187-203. 17p.
Publication Year :
2016

Abstract

Background:Photovoice is one method that enables an educator to view an experience from a student’s perspective. This study examined how teachers might use photovoice during an informal learning experience to understand the students’ experiences and experiential gain. Design and methods:Participants in this study consisted of six students, three male and three female, ranging from ninth through twelfth grade at a rural Ohio high school, who attended a field trip to a biological field station for a four-day immersive science experience. Students were provided cameras to photograph what they believed was important, interesting, or significant during an immersive four-day science trip to a biological field station, individualizing their observations in ways meaningful to them, and enabling them to assimilate or accommodate the experiences to their schema. Results:Analysis identified five positive benefits to use photovoice as an evaluation tool: teachers were provided qualitative evidence to evaluate student interaction on the field trip; teachers could evaluate the students’ photographs and captions to determine if the field trip met the learning objectives; students were empowered to approach the goals and objectives of the field trip by making the field trip personally relevant; students assimilated and accommodated the new observations and experiences to their own schema; students automatically reflected upon the learning experience as they captioned the photos. Conclusions:Through photovoice, the teachers were enabled to qualitatively assess each student’s experience and learning from the field trip by illustrating what the students experienced and thought was significant; providing the teachers a method to evaluate all participating students, including those who are secretive or do not normally contribute to class discussions. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
02635143
Volume :
34
Issue :
2
Database :
Academic Search Index
Journal :
Research in Science & Technological Education
Publication Type :
Academic Journal
Accession number :
114265378
Full Text :
https://doi.org/10.1080/02635143.2015.1124410