Investigation of Inquiry Behaviors and Learning Achievement in Authentic Contexts with the Ubiquitous-Physics App

Autor/inn/en	Purba, Siska Wati Dewi; Hwang, Wu-Yuin; Pao, Shih-Chun; Ma, Zhao-Heng
Titel	Investigation of Inquiry Behaviors and Learning Achievement in Authentic Contexts with the Ubiquitous-Physics App
Quelle	In: Educational Technology & Society, 22 (2019) 4, S.59-76 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Telecommunications; Handheld Devices; Computer Oriented Programs; Physics; Science Instruction; Inquiry; Student Attitudes; Student Motivation; High School Students; Vocational Education; Program Effectiveness; Science Achievement; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Computerprogramm; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausbildung; Berufsbildung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This study developed a mobile app called Ubiquitous-Physics (U-Physics), which helps students explore inclined plane phenomena in authentic contexts and consolidates their physics learning in everyday contexts. The study investigated inquiry behaviors such as interpreting graphs, applying formulas, drawing conclusions, and peer sharing, and how these influenced learning achievements. The app's effects on learning perceptions and motivation were also analyzed. The study was conducted at a vocational senior high school and two activities (indoors and outdoors/authentic contexts). The results show that the experimental group using U-Physics significantly outperformed the control group, who used traditional tools such as a stopwatch for the inclined plane experiment in terms of learning achievements. Analysis of the correlations among inquiry behaviors and learning achievement revealed that the number of posts in authentic contexts had the greatest influence on learning achievement, confirming the importance of applying physics concepts in authentic contexts. Additionally, most students reported positive perceptions of the U-Physics app and were highly motivated to use it for future learning. The findings indicate that using U-Physics in authentic contexts is very meaningful and can contribute to physics learning, particularly when using mobile devices with sensors to facilitate inquiry learning in authentic physics scenarios. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Road, Kaohsiung, 80424, Taiwan. Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01