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Mobile Technology in Science Classro...

Ting, Melodie Mirth G.

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Mobile Technology in Science Classrooms: Using iPad-Enabled Constructivist Learning to Promote Collaborative Problem Solving and Chemistry Learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mobile Technology in Science Classrooms: Using iPad-Enabled Constructivist Learning to Promote Collaborative Problem Solving and Chemistry Learning./
作者:	Ting, Melodie Mirth G.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	123 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.
Contained By:	Dissertation Abstracts International79-07A(E).
標題:	Science education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10745833
ISBN:	9780355673203

Mobile Technology in Science Classrooms: Using iPad-Enabled Constructivist Learning to Promote Collaborative Problem Solving and Chemistry Learning.
Ting, Melodie Mirth G.

Mobile Technology in Science Classrooms: Using iPad-Enabled Constructivist Learning to Promote Collaborative Problem Solving and Chemistry Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 123 p.

Source: Dissertation Abstracts International, Volume: 79-07(E), Section: A.

Thesis (Ph.D.)--Columbia University, 2018.

Most recently, there has been a noticeable rise in the push for use of technology in the classroom. The advancement in digital science has increased greatly the capacity to explore animations, models, and interesting apps. that should substantially enhance science cognition. At the same time, there is a great need to increase collaboration in the science classroom. There is a concern that the collaborative experience will be lost with the use of technology in the classroom. This study seeks to explore the use of iPads in conjunction with a constructivist learning approach to promote student collaboration. The participants in this study included two sections of 11 th grade AP Chemistry students. Data was generated from different sources such as teacher observations of classroom interactions patterned after Gilles (2004). In order to gauge student perception of working in groups with the use of the iPad, survey questions adapted from Knezek, Mills and Wakefield (2012) and group interviews were used (Galleta, 2013). Learning outcomes were assessed using methods adapted from a study by Lord and Baviskar (2007). Findings of this study showed high percentages of evidence for increased community, productive student group communication, effective feedback through use of the iPads, and value of the interactive apps., but it also showed that students still preferred face-to-face interactions over virtual interactions for certain learning situations. The study showed good content learning outcomes, as well as favorable opinions among the students for the effectiveness of the use of iPads in collaborative settings in the classroom.

ISBN: 9780355673203Subjects--Topical Terms:

521340
Science education.

Mobile Technology in Science Classrooms: Using iPad-Enabled Constructivist Learning to Promote Collaborative Problem Solving and Chemistry Learning.
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