Virtual Interns In The Field: Pre-Service Educators As Online Mentors To At-Risk Middle School Science Students

Abstract

In this exploratory study, five undergraduate education majors mentored six at-risk middle school science students using real-time (synchronous) chat technology. Mentors and mentees met in web-based chat rooms three times a week for six weeks to discuss concepts relevant to the science curricula. At the end of the project, all chats were transcribed and all participants were surveyed using open-ended assessments. The data were analyzed using traditional content analysis techniques. Results of the analysis indicate that the participating middle school science students, over the course of the project, asked more thoughtful questions, remained on task, and perceived improvements in their attitudes toward science and their ability to understand science concepts. The researchers conclude by identifying several variables worth investigating in future inquiry.