Related Research

Pollution Solution was the basis for two research studies, the first conducted with eighth graders and the second with tenth graders. Over 200 students have used Pollution Solution in their classrooms. This research has shown that the tools in the software significantly improve students' problem understanding and questioning skills. At the same time, students gain knowledge of environmental science and related fields. For example, many tenth graders found that it was a helpful review for the New York State Regents exam. Ms. Annie Chien, a tenth grade biology teacher in New York City wrote the following:

The kids just took the Bio Regents and 90% of them passed! Most importantly, there were a couple of questions on AIR POLLUTION... There was a big part C question, where students were asked to pick between 3 environmental problems (acid rain, nitrogen and phosphorous contamination and threat to biodiversity), explain what it was, how it affects the environment, and discuss possible solutions. Over 95% of them picked ACID RAIN! The graders were impressed with their answers ... A lot of the kids felt so good answering that big question. Practically all of them got full points for it. They keep on mentioning Pollution Solution! They really felt that it prepared them for the Regents.

Students also appreciated the opportunity to develop their own solutions to problems with which adults are currently wrestling. One eighth-grade student wrote in her reflection on the project:

I liked that it was a real problem we got to work out as professionals. The interviews were helpful because they were real-life people talking to me as an adult, not as a student in a classroom.

The above comments provide only a glimpse of the research involving Pollution Solution. For more detailed information on the findings from these studies and on the use of this software in the classroom, please see the publications below or e-mail info@mypollutionsolution.com.

Publications

Zydney, J. M (2005). Eighth-grade students defining complex problems: The effectiveness of scaffolding in a multimedia program. Journal of Educational Multimedia and Hypermedia, 14(1), 61-90.

Zydney, J. M, (2005, April). Deepening our understanding through multiple perspectives: The effectiveness of scaffolding in a learning environment.  Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

Roberts, M. & Zydney, J. M. (2004). Students as environmental consultants: Simulating life science problems. Learning & Leading with Technology, 32(1), 22-25.

Zydney, J. M. (2004). The effect of scaffolding in a multimedia program on students' problem finding. Unpublished doctoral dissertation. New York University, New York.

Zydney, J. M. (2004, February). Students defining complex problems through questioning: The effectiveness of scaffolding in a multimedia program. Paper presented at the annual meeting of the Eastern Educational Research Association, Clearwater, FL.

Zydney, J. M. (2003, February). The effect of different types of scaffolding on students' ability to define complex problems: A pilot study. Paper presented at the annual meeting of the Eastern Educational Research Association, Hilton Head, SC.