| Summary: | 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.
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