Journal
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Volume 41, Issue 18, Pages 2675-2695Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09500693.2019.1693081
Keywords
Science learning; mobile learning; self-efficacy; primary school
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Funding
- Major Project of National Social Science Fund of China [18ZDA334]
- Education Planning Project of Guangdong Province [2018GXJK025]
- Guangdong province fund project for scientific and technological innovation and cultivation Research on the Mode of Improving the Core Quality of Innovative Talents for the Guangdong-Hong Hong-Macao Greater Bay Area [pdjha0130]
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This study aimed to explore the relationships between students' perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning. The learning practices for mobile-assisted seamless science learning questionnaire was developed with three scales that denote learning supported by mobile technology. These scales included authentic learning, self-directed learning, and collaborative learning with information and communication technology. Associated self-efficacies promoted by mobile-assisted seamless science learning could include authentic problem-solving, creative thinking and academic self-efficacy. A sample of 312 primary school students from China responded to the mobile-assisted seamless science learning questionnaire. Confirmatory factor analyses indicated that the mobile-assisted seamless science learning questionnaire had high reliability and validity. The path analysis results analysed via a structural equation modelling technique implied that primary school students' perceived self-directed learning and authentic learning were important as positive predictors for authentic problem-solving efficacy, which may function as a partial mediation variable in the effect of students' perceptions of learning practices on the academic self-efficacy of mobile-assisted seamless science learning. The findings highlighted that learning practices (i.e. authentic learning and self-directed learning) and authentic problem-solving efficacy are both indispensable and mutually reinforcing. This can provide some insights for promoting mobile learning in science learning in the future.
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