Journal of Technology and Science Education
INTEGRATING TECHNOLOGY IN STEM EDUCATION
Priya Chacko, Sarah Appelbaum, Heejoo Kim, Jinhui Zhao, Jin Kim Montclare
New York University Polytechnic School of Engineering
United States
priya.chacko92@gmail.com, sappel01@gmail.com, shuaheejoo.kim@gmail.com, elizabethzhao1@gmail.com, montclare@nyu.edu
Received March 2014
Accepted January 2015
Abstract
Students have access to the Internet at their fngertps via e-tablets and smart phones. However, the STEM
felds are struggling to remain relevant in students’ lives outside the classroom. In an efort to improve high
school science curricula and to keep students engaged in the classroom, we developed a technology-rich
bioengineering summer program for high school students in grades 9-12. The program utlized touch screen
technology in conjuncton with hands-on experiments and traditonal lecturing to create an entertaining,
relevant, and efectve classroom experience.
Keywords – Technology, Classrooms, Educaton, STEM.
----------
1 INTRODUCTION
In elementary school classrooms fve years ago, children were struggling with cursive – atemptng to make the
graceful curves and connected leters that teachers claimed would be used in high school and postsecondary
educaton (Wallace & Schomer, 1994). Although cursive came in handy 100 years ago when all legal documents
were hand writen (Supon, 2009), the world has largely turned to new and progressive technologies – rendering
those difcult cursive leters almost obsolete. Recently for English classes, teachers have created websites
dedicated to their curriculum (Dunn, 2011), while students submit essays online to prevent plagiarism and seek
out supplemental material to augment their course work (Baek & Freehling, 2007). In a world where technology
is ever changing through innovaton, STEM classrooms appear to be lef behind (Pitler, 2011). The challenge for
STEM educators in the coming years is to answer the age-old queston: How can students with very litle
motvaton or interest in STEM be engaged in the classroom?
A brief survey of what students are doing in their free tme points to one soluton to this problem: electronic
devices. With four generatons of iPads out, new smart phones every month, and beter laptops every year,
students are actvely engaging with hundreds of thousands of new touch screen applicatons (or apps)
(Freierman, 2011). With such technologies available, students are less willing to sit in a classroom and atempt
to decipher complex chemical formulas, equatons, or abstract concepts.
Using a paperless classroom model, the program taught students about the fronters of bioengineering through
a combinaton of lectures, classroom actvites, case studies, practcal laboratory exercises, and research
techniques. Each week focused on a diferent disease, diabetes, cancer, and HIV/AIDS, and each student was
expected to decide upon a topic of research. The students conducted and presented independent research
projects at the end of the four weeks based on what they had learned.
Journal of Technology and Science Educaton. Vol 5(1), 2015, pp 5
On-line ISSN 2013-6374 – Print-ISSN 2014-5349 DL: B-2000-2012 – htp://dx.doi.org/10.3926/jotse.124
Journal of Technology and Science Educaton – htp://dx.doi.org/10.3926/jotse.124
2 OBJECTIVES
The overarching objectve of the research was to investgate how incorporatng “paperless” technology would
beneft educaton and increase an interest in the STEM felds. By incorporatng a curriculum that focuses
gradually on students learning independently rather than relying on textbooks and lecture-based learning
traditonally utlized in STEM classrooms, students were to increase their understanding of topics covered as
well as create an independent research project to present at the end of four weeks.
3 APPROACH
For the last two years, two groups of students in 9th through 12th grade from various New York City schools
partcipated in a paperless summer science program in which technology was fully integrated into science
educaton. This program aimed to educate high school students about health related topics including diabetes,
cancer and HIV/AIDS while encouraging them to conduct independent research. The four week program ran
from July-August for a group of an average of 18 students (the number of students who partcipated in the
program varied from year to year, but overall atendance never waivered from week to week). Each topic was
introduced by a technical lecture. Once the students were given the background informaton, laboratory
experiments were conducted in small groups. Aferwards, students and instructors discussed the results. Using
what they learned from the lecture and lab, students were then given classroom actvites to complete based
on the course curriculum (Table 1). For our curriculum, classroom actvity is defned as experiences involving
students manipulatng their knowledge by partcipatng in discussions, creatng presentatons, assessing case
studies, watching videos, and topic related games/actvites. At the end of every week, students were given an
evaluaton of the module to determine whether or not they had increased their understanding in the STEM
feld covered and their interest level in pursuing a STEM feld as a career afer high school. In this way, the
modules could be evaluated by data provided by students.
Monday
Introducton to
program
Lecture: Introducton to
Epidemiology
Lecture: Introducton to
epidemiology
Lecture: Introducton to
diabetes
Monday
Actvity: Immortal Life
of Henrieta Lacks
reading
Lecture: Biology of
cancer
Actvity: Causes of
cancer
Lecture: Guest Speaker
Academic Researcher
Week 1: Diabetes
Tuesday
Wednesday
Lecture: Biology of
Lecture: How to make
diabetes
a scientfc poster
Actvity: Diabetes
treasure hunt
Lecture: Technology
and diabetes
Actvity: Diabetes
business case study
Lecture: Do’s and
Actvity: Genetcs and
don’ts of making
diabetes
science-related
presentatons
Week 2: Cancer
Tuesday
Wednesday
Lecture:
Lecture: Types of
Computatonal
cancer treatments
modeling
Actvity: Guest Lecture
Lab: DNA Restricton
Industry Researcher
lab
Lab: Diabetes
Actvity: Immortal Life
of Henrieta Lacks
medical ethics
discussion
Independent Poster
Drafing
Vol. 5(1), 2015, pp 6
Thursday
Lecture: Chemistry of
glucose and insulin
Actvity: Creatng
professional
PowerPoint slides
Independent
presentaton drafing
Mock Presentatons
Thursday
Actvity: Henrieta
Lacks Jeapordy game
Lecture: Future of
cancer research
Independent Poster
Drafing
Journal of Technology and Science Educaton – htp://dx.doi.org/10.3926/jotse.124
Monday
Lecture: Science of
AIDS
Actvity: Viewing “And
the Band Played On”
Actvity: Post flm
discussion, refectons
Monday
Lecture: Intro to
Project Week
Independent project
drafing
Project Updates
Week 3: HIV
Tuesday
Wednesday
Lecture: Intro to
Lecture: Biochemistry
epidemiological
of HIV
statstcs
Lecture: Technologies
Lab: HIV HLA lab
to fght HIV
exercise
Actvity: Paraphrasing
Actvity: AIDS Statstcs,
Actvity: Spread of
Gapminder
AIDS
Week 4: Presentaton
Tuesday
Wednesday
Thursday
Internatonal AIDS
vaccine initatve site
visit
Thursday
Drafing a business
Plan for biomedical
technology
Independent project
drafing
Independent project
drafing
Project Updates
Project Updates
Project Updates
Table 1. Lesson plan schedule for the Course
The frst week of the program was focused on basic lessons on epidemiology and diabetes as well as an
introducton on how to make science presentatons. The purpose of the frst week was to introduce the
students to a concept that they were familiar with (diabetes) and to outline the expectatons of the summer
program from an academic standpoint. In doing so, students understood the concept of a paperless classroom
and self-directed learning. The second week focused on cancer in which the students read The Immortal Life of
Henrieta Lacks by Rebecca Skloot (2010) and discussed the progress of biomedical research over the past 50
years as well as the ethical implicatons of patent consent. The second week helped reinforce the paperless
classroom model of teaching. Students were able to discuss more complex topics like cancer while beginning to
research the topics that they wanted to focus on by the end of the summer program. In additon to lectures on
cancer biology, causes, and treatment, two guest lecturers also visited the classroom to talk about academic
and industrial research. The frst lecturer was a professor at a university while the second was a practcing and
researching physician at the NYU Langone Medical Center. The third week of the program was based on
HIV/AIDS in which the science of AIDS, epidemiology, biochemistry and technologies to combat it were
discussed. The students visited the Internatonal AIDS Vaccine Initatve (IAVI) site in order to establish the
relatonship between what they were learning and academia/industry. The site visit allowed the students to
apply their knowledge of new technologies to ensure the safe, efectve development of AIDS vaccines (the goal
of IAVI). In order to understand the social and historical background of AIDS, the students viewed a movie ttled
“And The Band Played On” (Spotswoode, 1993). This movie, based on a nonfcton book, discusses the
discovery and batle against AIDS. Students used it to explore the impact of AIDS in the politcal, social and
scientfc communites. The third week curriculum fnalized the paperless curriculum. The students utlized
fewer lectures and more actvites, labs, and site visits to learn about HIV and AIDS. Utlizing the evaluaton of
the modules (Figures 1-2), it was possible to see that the paperless classroom model was a success because
students increased their understanding of the STEM topics while challenging themselves.
Vol. 5(1), 2015, pp 7
Journal of Technology and Science Educaton – htp://dx.doi.org/10.3926/jotse.124
Figure 1. Percentage of students who responded “I Understand This Topic Beter Now” to
evaluatons of each week of the program
Figure 2. Students were asked “Has This Lesson Triggered Your Interest in Science For the Future”
and their responses (taken from anonymous evaluatons) are charted over the four modules
Vol. 5(1), 2015, pp 8
Journal of Technology and Science Educaton – htp://dx.doi.org/10.3926/jotse.124
The fnal week of the program was dedicated to the students using technology and resources provided to them
(Table 2) to research the topics they chose at the beginning of the program. At the end, students presented to
each other and then to a panel of third party judges who evaluated their presentatons. An overall theme of the
program was to engage students in and outside the classroom using technology where they were constantly
required to partcipate. The lessons learned from the classroom actvites, videos and online resources provided
students the tools for independent study and successful self-learning. By the end of the summer, the students
created independent research projects, culminatng with a formal oral presentaton of their research. At the
beginning of the program, students seemed daunted by the sheer amount of informaton about to be
presented to them. However, a combinaton of hands on actvites, interactve websites, and videos made the
material digestble and engaging. The students were exposed to various methods of teaching the same
material, reinforcing what they learned. In doing so, the paperless curriculum model provided an alternatve to
the paper and pencil, lecture-based classrooms that are traditonally utlized in STEM classrooms. By selfdirectng the learning for the fourth week of the summer camp, students were able to perfect their research
skills and strategies and produce a high-level independent research projects instead of relying on lecturers.
Resource
EBSCO Host (htp://www.ebscohost.com/)
PubMed (htp://www.ncbi.nlm.nih.gov/pubmed)
NYU Libraries (htp://library.nyu.edu/)
PhD Students at NYU-Poly
Academic Researcher
Industry Researcher
Google (book/scholar search)
htp://scholar.google.com/
htp://books.google.com/
Descripton
Research database service that contains
online artcles from various academic
journals available to view from a
computer/iPad.
Hosted by the NCBI, this search engine
contains 22 million citatons for biomedical
literature from various scientfc journals
Students were allowed access to the
journals at Dibner Library on NYU-Poly’s
campus.
Students were encouraged to talk to PhD
students from NYU-Poly if they were
interested in similar topics that the PhD
candidate was researching.
Students were encouraged to use Google
Scholar and Google Books to research new
and developing technologies in the
scientfc community
Table 2. Online and Resources Provided to Students for Independent Research
Afer using all of these tools, if students had questons, wanted to share the informaton they learned, or
wanted to explore more, they partcipated in an educatonal blog set up for the program. The blog was run
internally using school servers and Google Docs, so it would be a safe online community only accessible by the
students and teachers. Students were able to submit assignments online, post links relevant to classroom
lessons, and host discussions about classroom material and extracurriculars. Students also stored their research
on the blog in team folders so they could have access to the informaton regardless of where they were. Helpful
videos and links to academic journal artcles were posted regularly. Links and questons meant to begin student
discussions were posted and moderated by the teachers, but were largely contributed to by the students. None
of the blog work was mandatory, but incentves (such as jokes and funny videos) were emailed to students who
partcipated.
In additon to the online tools, students were encouraged to remain in contact with the guest lecturers who
visited the classroom. The students contacted instructonal mentors who were graduate students for more
informaton about the topics covered and research questons. This access to scientsts on all levels (from
graduate students to physicians/scientsts) allowed the students to directly engage with those working on the
cutng edge of bioengineering in the feld of research. This combinaton of virtual and in person interactons
emphasized the importance of actve engagement in the classroom.
Vol. 5(1), 2015, pp 9
Journal of Technology and Science Educaton – htp://dx.doi.org/10.3926/jotse.124
4 RESULTS AND DISCUSSION
The evaluaton for modules 1 and 2 on diabetes and HIV/AIDS respectvely resulted in 100% of the students
understanding the topic (Figure 1). While 7% of the students expressed that the 3rd module on cancer did not
improve their understanding of it, a 93% majority indicated that they gained insights into cancer (Figure 1). As
there was much to cover for the cancer module due to the complexity in terms of types and pathways to
cancer, the students suggested that the lesson plan be extended beyond the single week. For the fnal
independent study/research project, all of the students as demonstrated by the 100% response improved their
understanding of their selected research topic. In literature, the percentage of students (specifcally those in
control groups) indicatng sustained interest were below 80% (Kim, Chacko, Zhao & Montclare, 2014),
suggestng that the students in this program had a high level of positve response. This was also corroborated by
the judges’ evaluatons of their presentatons (the grading rubrics can be examined in Tables 3-5). They
commented that the students were able to not only efectvely artculate scientfc concepts and research
studies but also respond to challenging questons during their presentaton.
Group 1
Category
Oral Communicaton (eye contact, etc)
Poster layout and design
Demonstrated depth of knowledge
Research practce (referencing, etc)
Ability to address questons
Teamwork (equal distributon of efort)
Unsatsfactory
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
Satsfactory Excellent
4
5
6
7
4
5
6
7
4
5
6
7
4
5
6
7
4
5
6
7
4
5
6
7
Table 3. Sample Judges Grading Rubric
Exceeds standard (4)
Meets standard (3)
Most of the content
All content throughout
is accurate but
the presentaton is
Content accuracy
there is one piece of
accurate. There are no
informaton that
factual errors.
seems inaccurate.
Most informaton is
Informaton is
organized in a clear,
organized in a clear,
Sequencing of
logical way. One
logical way. It is easy
informaton
slide or piece of
to antcipate the next
informaton seems
slide.
out of place.
Project includes all
Project is lacking
material needed to
one or two key
give a good
elements. Project is
Efectveness
understanding of the
consistent with
topic. The project is
driving queston
consistent with the
most of the tme.
driving queston.
All graphics are
A few graphics are
atractve (size and
not atractve but
Use of graphics colors) and support
all support the topic
the topic of the
of the presentaton.
presentaton.
Vol. 5(1), 2015, pp 10
Emerging (2)
The content is
generally accurate,
but one piece of
informaton is
clearly inaccurate.
Some informaton is
logically sequenced.
An occasional slide
or piece of
informaton seems
out of place.
Project is missing
more than two key
elements. It is rarely
consistent with the
driving queston.
All graphics are
atractve but a few
do not support the
topic of the
presentaton.
Atempt made (1)
Content confusing or
contains more than
one factual error.
There is no clear
plan for the
organizaton of
informaton.
Project is lacking
several key elements
and has
inaccuracies. Project
is completely
inconsistent with
driving queston.
Several graphics are
unatractve AND
detract from the
content of the
presentaton.
Journal of Technology and Science Educaton – htp://dx.doi.org/10.3926/jotse.124
Exceeds standard (4)
Font formats (color,
bold, italic) have been
Text – font choice
carefully planned to
& formatng
enhance readability
and content.
Spelling &
grammar
Presentaton has no
misspellings or
grammatcal errors.
Cooperaton
Group shares tasks
and all performed
responsibly all of the
tme.
Meets standard (3)
Emerging (2)
Font formatng has
Font formats have
been carefully
been carefully
planned to
planned to enhance complement the
readability.
content. It may be a
litle hard to read.
Presentaton has 1- Presentaton has 12 misspellings, but 2 grammatcal
no grammatcal
errors but no
errors.
misspellings.
Group shares tasks Group shares tasks
and performed
and performs
responsibly most of responsibly some of
the tme.
the tme.
Atempt made (1)
Font formatng
makes it very
difcult to read the
material.
Presentaton has
more than 2
grammatcal and/or
spelling errors.
Group ofen is not
efectve in sharing
tasks and/or sharing
responsibility.
Level 4 indicates competence in all standards/benchmarks and exceptonal performance in a few
Level 3 indicates general competence in all standards/benchmarks
Level 2 indicates general competence in most standards/benchmarks with difcultes in some
Level 1 indicates difcultes in a majority of standards/benchmarks
Table 4. Sample Powerpoint Slide Grading Rubric
Motvatons for the students to enter the STEM felds also improved over the course of the program. While 86%
of students responded afer the frst week of the program that the diabetes lesson inspired them to work or
study in a related feld, 14% of students noted that STEM felds were not of interest to them at all (Figure 2).
However, by the end of the program during the week on presentatons, 100% of the students indicated interest
in STEM felds.. In fact, 86% of the students were motvated to pursue a STEM feld in the future. While the
remaining 14% of students were unsure if the fnal lesson triggered their STEM interest, they enjoyed it. Overall,
the program resulted in students giving science a chance –the 14% of students who initally were not interested
in STEM felds changed their minds because they were engaged and had fun while doing the lessons.
Utlizing videos, artcles, and websites on their laptops and/or iPads also resulted in students using their free
tme to explore their specifc interests. Students were exposed to a virtual playground where they were allowed
to safely frolic in informaton that would help them gain a stronger understanding of various scientfc topics.
These tools encouraged students to conduct their own research by clicking from educatonal link to educatonal
link. Thus, if a student began the day trying to learn more about diabetes, he or she could explore the diferent
types of diabetes, the current and emerging detecton methods, and factors that complicate the disease within
two or three hours without being lectured once! By creatng an interactve community outside of the
classroom, students were encouraged to learn and reinforce what they were being taught. These approaches
facilitated students to become self-motvated and engaged in the classroom. This required the students to use
metacognitve skills, directng them to understand what they were studying and, most importantly, why they
were studying it (Schraw, 1998).
Vol. 5(1), 2015, pp 11
Journal of Technology and Science Educaton – htp://dx.doi.org/10.3926/jotse.124
Exceeds standard (4) Meets standard (3)
Demonstrates
Demonstrates
mastery of the topic accurate knowledge
of the topic
Organizaton and Organizes
Organizes most
coherence
informaton
informaton and
coherently and stays stays on the topic
on the topic
Physical gestures Actvely engages the Usually engages the
audience by making audience by making
and maintaining eye and maintaining eye
contact and using
contact and using
movement (facial
movement (facial
expressions, posture, expressions,
gestures) to focus
posture, gestures)
atenton and interest to focus atenton
and interest
Subject
knowledge
Voice
Visual aids
Creatvely uses a
variety of visual aids
and/or other
methods of delivery
Usually speaks
clearly/loudly
Uses mostly
appropriate
grammar and
vocabulary
Uses a variety of
visual aids and/or
other methods of
delivery
Appearance
Thoroughly
demonstrates
appropriate
appearance
Generally
demonstrates
appropriate
appearance
Language
conventons
Always speaks
clearly/loudly
Uses appropriate
grammar and
vocabulary
Emerging (2)
Demonstrates some
knowledge of the
topic
Generally organizes
informaton,
occasionally straying
from the topic
Occasionally
engages the
audience by making
and maintaining eye
contact and using
movement (facial
expressions, posture,
gestures) to focus
atenton and
interest
Speaks
clearly/loudly
Makes some errors
in grammar and
vocabulary
Atempt made (1)
Demonstrates litle
knowledge of the
topic
Poorly organizes
informaton and
ofen strays from the
topic
Neglects to engage
the audience by
rarely making and
maintaining eye
contact or using
movement (facial
expressions, posture,
gestures) to focus
atenton and interest
Moderately
inefectve use of
some visual aids
and/or other
methods of delivery
Demonstrates
minimal
understanding of
appropriate
appearance
Does not/inefectve
use of some visual
aids and/or other
methods of delivery
Does not speak
clearly/loudly
Makes many
grammatcal
mistakes
Fails to demonstrate
appropriate
appearance
Level 4 indicates competence in all standards/benchmarks and exceptonal performance in a few
Level 3 indicates general competence in all standards/benchmarks
Level 2 indicates general competence in most standards/benchmarks with difcultes in some
Level 1 indicates difcultes in a majority of standards/benchmarks
Table 5. Sample Presentaton Grading Rubric
5 CONCLUSIONS
By integratng technology in STEM educaton, the program encouraged students to become self-motvated
learners and researchers. For our summer program, we provided students the tools for independent research,
study, and learning through a technology-rich lesson plan. The program was interactve to encourage
independent exploraton and engagement through labs, lessons and exposure to scientsts. Using the
methodology outlined in this paper, it is demonstratably possible for a bioengineering summer program to
utlize a technology-rich science curriculum. More signifcantly, the students who partcipated in this program
benefted from it. Due to the overwhelming increase in understanding from week to week (Figure 1), the
paperless classroom model utlized for these summer programs can be deemed a success. Additonally, the
paperless classroom model and the methodology utlized for this summer program also increased the
percentage of students who desired to pursue a science-related feld in the future (Figure 2). Most importantly,
the percentage of students who had decided that science was not for them decreased from 13% to 0% by the
end of the program (Figure 2). The world is not what it was fve years ago – we have undergone a technological
revoluton (Collins & Halverson, 2010). Most other facets of educaton – from standardized testng to
Vol. 5(1), 2015, pp 12
Journal of Technology and Science Educaton – htp://dx.doi.org/10.3926/jotse.124
submission of assignments are electronic now; because the curriculum outlined in this paper was a success,
shouldn’t more technology-rich science educaton be integrated in classrooms world wide?
REFERENCES
Baek, E., & Freehling S. (2007). Using Internet Communicaton Technologies by Low-Income High School
Students in Completng Educatonal Tasks Inside and Outside the School Setng. Computers in the Schools, 24,
33-55. htp://dx.doi.org/10.1300/J025v24n01_04
Collins, A., & Halverson, R. (2010). The Second Educatonal Revoluton: Rethinking Educaton in the Age of
Technology. Journal of Computer Assisted Learning, 26, 18-27. htp://dx.doi.org/10.1111/j.1365-2729.2009.00339.x
Dunn, L.S. (2011). Making the Most of Your Class Website. Educatonal Leadership, 68(5), 60-62.
Freierman, S. (2011, December 12). One Million Mobile Apps, And Countng at a Fast Pace. The New York Times,
B3.
Kim, H., Chacko, P., Zhao, J., & Montclare, J.K. (2014). Using Touch-Screen Technology, Apps, and Blogs To
Engage and Sustain High School Students’ Interest in Chemistry Topics. J. Chem. Ed., 91, 1818-1822.
htp://dx.doi.org/10.1021/ed500234z
Pitler, H. (2011). Technology in the Classroom -- Is It or Is It Not Being Used? THE Journal, 38.6, pp. 42-44.
Schraw, G. (1998). Promotng General Metacognitve Awareness. Instructonal Science, 26, 113-125.
htp://dx.doi.org/10.1023/A:1003044231033
Skloot, R. (2010). The Immortal Life of Henrieta Lacks. New York, NY, USA: Crown.
Spotswoode, R. (Director). (1993). And the Band Played On [Moton Picture]. Santa Monica, CA: Home Box
Ofce.
Supon, V. (2009). Cursive Writng: Are Its Last Days Approaching. Journal of Instructonal Psychology, 36(4),
357-359.
Wallace, R.R. & Schomer, J.H. (1994). Simplifying Handwritng Instructon for the 21st Century. Educaton,
114(3), 413-417.
Citaton: Chacko, P., Appelbaum, S., Kim, H., Zhao, J., & Montclare, J.K. (2015). Integratng technology in STEM
e d u c a t o n . J o u r n a l o f Te c h n o l o g y a n d S c i e n c e E d u c a t o n ( J O T S E ) , 5 ( 1 ), 5 - 1 4 .
htp://dx.doi.org/10.3926/jotse.124
On-line ISSN: 2013-6374 – Print ISSN: 2014-5349 – DL: B-2000-2012
AUTHOR BIOGRAPHY
Priya Chacko
Priya Chacko graduated from the NYU School of Engineering in 2014. As a tutor and teacher's assistant, her
passion has always been teaching. She currently works as a process engineer for Estee Lauder in Melville, NY
where her interests include process optmizaton, reformulaton, and new products.
Sarah Appelbaum
Sarah Appelbaum graduated from NYU School of Engineering in 2015 with a Master's in Management of
Technology and a Bachelor's in Chemical and Biomolecular Engineering which were completed concurrently.
Sarah works as a Business Technology Analyst for Deloite Consultng where her work is focused on data
analysis, technology implementaton and process efciency. She currently resides in Brooklyn, NY.
Vol. 5(1), 2015, pp 13
Journal of Technology and Science Educaton – htp://dx.doi.org/10.3926/jotse.124
Heejoo Kim
Heejoo Kim works as a full tme research assistant in NYU School of Engineering. She recieved a BS degree in
Biomedical Science in 2013 from NYU Polytechnic School of Engineering. She worked as a mentor in Chem-Bio
Technology Lab during 2011-2013 and helped developing lessons and modules based on touch-screen
technology. She had helped 10th grade girls in Urban Assembly Insttute of Math and Science as a mentor and
motvated students to pursue their studies in STEM feld.
Jinhui Zhao
Jinhui Zhao obtained her Bachelor of Science degree in Biomolecular Sciences with a concentraton in
Chemistry from the NYU Polytechnic School of Engineering in 2012. While there, as a Dreyfus Fellow (20102012) and American Chemical Society's Science Coach (2011-2012), she worked on novel teaching strategies
using hands-on technology and helped develop the iPad App, LewisDots. She is currently a candidate for Doctor
of Medicine at the State University of New York Downstate Medical Center.
Jin Kim Montclare
Jin Kim Montclare, PhD, is an Associate Professor in the Department of Chemical and Biomolecular Engineering
at NYU Polytechnic School of Engineering. She runs a research group that specializes in synthetc biology with a
focus on protein design. Since 2008, she has been involved in K-12 Educaton and inspiring the next generaton
to pursue STEM felds.
Published by OmniaScience (www.omniascience.com)
Journal of Technology and Science Educaton, 2015 (www.jotse.org)
Artcle's contents are provided on a Atributon-Non Commercial 3.0 Creatve commons license. Readers are
allowed to copy, distribute and communicate artcle's contents, provided the author's and JOTSE journal's
names are included. It must not be used for commercial purposes. To see the complete licence contents, please
visit htp://creatvecommons.org/licenses/by-nc/3.0/es/
Vol. 5(1), 2015, pp 14
A “review" of your empirical research article should follow this format:
Your Name:
Citation: Author's name, year of article, title of article, name of journal, volume
number, issue number, page numbers (check APA for italicizing, caps, etc.).
1. Educational Topic: Describe the topic the researcher is examining and why
(significance). What previous studies does the researcher refer to as a background
leading to this one?
2. Research Question: What is the specific research question or hypothesis of the
researcher in this study?
3. Method: Summarize how the researcher undertook the study:
Who was involved (subjects)?
Where from (one school in the Midwest? All fifth graders in a large urban
area?
What method did the research use (conducted an experiment? Case-study?
Interviews? Survey?....) For how long? What were the main steps involved?
How did the researcher collected and organize the gathered data?
4. Findings:
What did the researcher find, and how did the researcher interpret this data?
How well did it respond to the main research question or hypothesis with
which the research began?
5. Implications and Limitations:
What does the research believe is important about the findings?
Finally, what is your evaluation of the strength or possible limitation of the
study, (e.g., "While the authors found that ......, it should be noted that these
findings are based on a very small sample).
NOTE: Your review should be concise, yet provide enough information to someone
who has not read the article a clear understanding and basis for evaluation.
:
.
Purchase answer to see full
attachment