1:1 mobile inquiry learning experience for primary science students: a study of learning effectiveness.
This paper presents the findings of a research project in which we transformed a primary (grade) 3 science curriculum for delivery via mobile technologies, and a teacher enacted the lessons over the 2009 academic year in a class in a primary school in Singapore. The students had a total of 21 weeks...
| Publicado en: | Journal of Computer Assisted Learning Vol. 27; no. 3; pp. 269 - 288 |
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| Autores principales: | , , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104868815&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104868815 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2011 vid: 27 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104868815 59909166 10.1111/j.1365-2729.2010.00390.x 104868815 ppf: 269 ppct: 19 formats: tig: atl: 1:1 mobile inquiry learning experience for primary science students: a study of learning effectiveness. aug: au: Looi, C.-K. Zhang, B. Chen, W. Seow, P. Chia, G. Norris, C. Soloway, E. affil: Learning Sciences Lab, National Institute of Singapore, Singaporeh sug: subj: Computer-Assisted Instruction In Infancy and Childhood Wireless Communications Utilization Human Health Education Schools, Elementary Students, Elementary Child Curriculum Singapore Outcomes of Education Achievement Tests Pretest-Posttest Design Questionnaires Analysis of Covariance Faculty Attitudes Teachers Student Satisfaction Paired T-Tests Summated Rating Scaling Child: 6-12 years ab: This paper presents the findings of a research project in which we transformed a primary (grade) 3 science curriculum for delivery via mobile technologies, and a teacher enacted the lessons over the 2009 academic year in a class in a primary school in Singapore. The students had a total of 21 weeks of the mobilized lessons in science, which were co-designed by teachers and researchers by tapping into the affordances of mobile technologies for supporting inquiry learning in and outside of class. We examine the learning effectiveness of the enacted mobilized science curriculum. The results show that among the six mixed-ability classes in primary (grade) 3 in the school, the experimental class performed better than other classes as measured by traditional assessments in the science subject. With mobilized lessons, students were found to learn science in personal, deep and engaging ways as well as developed positive attitudes towards mobile learning. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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