Using Tablets as Tools for Learner-Generated Drawings in the Context of Teaching the Kinetic Theory of Gases

Autor/inn/en	Lehtinen, A.; Viiri, J.
Titel	Using Tablets as Tools for Learner-Generated Drawings in the Context of Teaching the Kinetic Theory of Gases
Quelle	In: Physics Education, 49 (2014) 3, S.344-348 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-9120
DOI	10.1088/0031-9120/49/3/344
Schlagwörter	Science Instruction; Educational Technology; Technology Uses in Education; Handheld Devices; Laptop Computers; Secondary School Students; Secondary School Science; Teaching Methods; Kinetics; Theories; Scientific Concepts; Physics; Foreign Countries; Thermodynamics; Textbooks; Illustrations; Cooperative Learning; Freehand Drawing; Finland + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Laptop computer; Laptop; Computer; Digitalrechner; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Kinetik; Theory; Theorie; Physik; Ausland; Thermodynamik; Textbook; Text book; Schulbuch; Lehrbuch; Bildliche Darstellung; Kooperatives Lernen; Drawing; Zeichnen; Finnland
Abstract	Even though research suggests that the use of drawings could be an important part of learning science, learner-generated drawings have not received much attention in physics classrooms. This paper presents a method for recording students' drawings and group discussions using tablets. Compared to pen and paper, tablets offer unique benefits, which include the recording of the whole drawing process and of the discussion associated with the drawing. A study, which investigated the use of drawings and the need for guidance among Finnish upper secondary school students, is presented alongside ideas for teachers on how to see drawing in a new light. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10