期刊
COMPUTERS & EDUCATION
卷 74, 期 -, 页码 50-60出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.compedu.2014.01.005
关键词
BYOD; Seamless inquiry-based learning; Content knowledge
资金
- Hong Kong Institute of Education [RG 20/2012-2013R]
This paper reports a one-year study on the project of Bring Your Own Device (BYOD) for seamless science inquiry in a primary school in Hong Kong. BYOD in this study refers to the technology model where students bring a personally owned mobile device with various apps and embedded features to use anywhere, anytime for the purpose of learning. The study aims at investigating (a) what advancement of content knowledge students made in their science inquiry in a seamless learning environment supported by their own mobile device; (b) how the students advanced their content knowledge in science inquiry; and (c) what students' perception is regarding their learning experience supported by their own mobile devices. The topic of inquiry was The Anatomy of Fish. Data collection included pre- and post-domain tests, self-reported questionnaire, student artifacts, class observations and field notes. Content analysis and a student artifact tracing approach were adopted in the data analysis to examine and trace students' knowledge advancement. The research findings show that the students advanced their understanding of the anatomy of fish well beyond what was available in the textbook and they developed positive attitude toward seamless science inquiry supported by their own mobile devices. (C) 2014 Elsevier Ltd. All rights reserved.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据