{"id":{"repo_id":"lsu-thes","oai_identifier":"oai:repository.lsu.edu:gradschool_dissertations-1675"},"canonical_url":"https://search.dev.ndltd.org/etd/lsu-thes/oai:repository.lsu.edu:gradschool_dissertations-1675","repository":{"repo_id":"lsu-thes","name":"Lousiana State University","base_url":"https://repository.lsu.edu/do/oai/"},"display":{"title":"Using time-lapse and stroboscopic photography to enhance student understanding of plant growth, structure, and pollination: an inquiry-based study","abstract":"This study was designed to evaluate the effects of allowing students to generate their own images in a science class as opposed to using pre-existing images. The participants in the study were 7th grade science students enrolled in a small, rural, Louisiana school. A mixed methods design was used so that call available data was collected and analyzed. The lessons used in the study were based on plant structure, growth, and propagation which fit into the mandated 7th grade science curriculum. The students were involved in the taking of still, time-lapse, and stroboscopic images throughout the study. Although an analysis of the quantitative data showed a significant increase in the test scores for both the control and treatment groups but no significant difference when they were compared to each other, the results of the qualitative study revealed many important findings about the value of the image-based learning interventions for enhancing students’ inquiry skills, on-task behavior, and observable satisfaction with studying science.","abstract_html":"This study was designed to evaluate the effects of allowing students to generate their own images in a science class as opposed to using pre-existing images. The participants in the study were 7th grade science students enrolled in a small, rural, Louisiana school. A mixed methods design was used so that call available data was collected and analyzed. The lessons used in the study were based on plant structure, growth, and propagation which fit into the mandated 7th grade science curriculum. The students were involved in the taking of still, time-lapse, and stroboscopic images throughout the study. Although an analysis of the quantitative data showed a significant increase in the test scores for both the control and treatment groups but no significant difference when they were compared to each other, the results of the qualitative study revealed many important findings about the value of the image-based learning interventions for enhancing students’ inquiry skills, on-task behavior, and observable satisfaction with studying science.","abstract_has_math":false,"creators":["Schultz, Louis John"],"institution":"Education","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-01-01T08:00:00Z","date_published":"2007-01-01T08:00:00Z","updated_at":"2026-07-24T02:57:56Z","subjects":["pollination","plant structure","plant growth","stroboscopic","time-lapse"],"languages":[],"rights":["unrestricted","Release the entire work immediately for access worldwide."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-02152007-190320","https://repository.lsu.edu/gradschool_dissertations/676"],"render_values":[{"text":"etd-02152007-190320","href":null,"code":true},{"text":"https://repository.lsu.edu/gradschool_dissertations/676","href":"https://repository.lsu.edu/gradschool_dissertations/676","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.31390/gradschool_dissertations.676","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Schultz, Louis John"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2007-01-31"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-12T23:09:37Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["pollination","plant structure","plant growth","stroboscopic","time-lapse"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["unrestricted","Release the entire work immediately for access worldwide."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["etd-02152007-190320","10.31390/gradschool_dissertations.676","https://repository.lsu.edu/gradschool_dissertations/676"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was designed to evaluate the effects of allowing students to generate their own images in a science class as opposed to using pre-existing images. 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Although an analysis of the quantitative data showed a significant increase in the test scores for both the control and treatment groups but no significant difference when they were compared to each other, the results of the qualitative study revealed many important findings about the value of the image-based learning interventions for enhancing students’ inquiry skills, on-task behavior, and observable satisfaction with studying science."]},{"key":"dc:title","label":"Title","values":["Using time-lapse and stroboscopic photography to enhance student understanding of plant growth, structure, and pollination: an inquiry-based study"]}]}],"canonical_facts":{"dc:creator":["Schultz, Louis John"],"dc:date":["2007-01-31"],"dc:date.available":["2022-05-12T23:09:37Z"],"dc:description.abstract":["This study was designed to evaluate the effects of allowing students to generate their own images in a science class as opposed to using pre-existing images. The participants in the study were 7th grade science students enrolled in a small, rural, Louisiana school. A mixed methods design was used so that call available data was collected and analyzed. The lessons used in the study were based on plant structure, growth, and propagation which fit into the mandated 7th grade science curriculum. The students were involved in the taking of still, time-lapse, and stroboscopic images throughout the study. 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