Abductive science inquiry using mobile devices in the classroom |
| |
| Affiliation: | 1. Healthy Active Living and Obesity Research Group, Children''s Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada;2. School of Human Kinetics, University of Ottawa, Ottawa, ON, Canada;3. Department of Pediatrics, University of Ottawa, Ottawa, ON, Canada;4. School of Psychology, University of Ottawa, Ottawa, ON, Canada;5. Department of Psychology, Carleton University, Ottawa, ON, Canada;6. Emergency Department Research, Children''s Hospital of Eastern Ontario Research Institute, Ottawa, ON, Canada;1. Department of Management, PO Box 56, Otago Business School, University of Otago, Dunedin, New Zealand;2. Department of Accountancy and Finance, PO Box 56, Otago Business School, University of Otago, Dunedin, New Zealand;3. College of Education, PO Box 56, University of Otago, Dunedin, New Zealand;4. University of Queensland, Brisbane, Australia;5. Office of Student Success, PO Box 56, University of Otago, Dunedin, New Zealand;1. Department of Administration, Leadership, and Technology, New York University, United States;2. The Program in Educational Psychology, CUNY Graduate Center, United States;1. Research Center for Science and Technology for Learning, National Central University, Taiwan;2. Advanced Communication Laboratory, National Central University, Taiwan;3. Department of Computer Science and Information Engineering, National Central University, Taiwan |
| |
| Abstract: | Recent advancements in digital technology have attracted the interest of educators and researchers to develop technology-assisted inquiry-based learning environments in the domain of school science education. Traditionally, school science education has followed deductive and inductive forms of inquiry investigation, while the abductive form of inquiry has previously been sparsely explored in the literature related to computers and education. We have therefore designed a mobile learning application ‘ThinknLearn’, which assists high school students in generating hypotheses during abductive inquiry investigations. The M3 evaluation framework was used to investigate the effectiveness of using ‘ThinknLearn’ to facilitate student learning. The results indicated in this paper showed improvements in the experimental group's learning performance as compared to a control group in pre-post tests. In addition, the experimental group also maintained this advantage during retention tests as well as developing positive attitudes toward mobile learning. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
