The Use of Mobile Technologies in Project-Based Science: A Case Study

Autor/in	Avraamidou, Lucy
Titel	The Use of Mobile Technologies in Project-Based Science: A Case Study
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 32 (2013) 4, S.361-379 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Technology Uses in Education; Handheld Devices; Case Studies; Student Projects; Active Learning; Intervention; Water Quality; Elementary School Students; Science Experiments; Problem Based Learning; Grade 5; Foreign Countries; Video Technology; Interviews; Transcripts (Written Records); Student Attitudes; Teacher Attitudes; Qualitative Research; Observation + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Schulprojekt; Aktives Lernen; Wasserqualität; Problem-based learning; Problemorientiertes Lernen; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Interviewing; Interviewtechnik; Schülerverhalten; Lehrerverhalten; Qualitative Forschung; Beobachtung
Abstract	The main aim of this study was to examine how a group of elementary students perceived their engagement in a project-based science intervention investigating the water quality of a local lake. The students collaborated with a scientist to conduct various experiments and used handheld computers to collect and analyze data in order to examine the quality of the water. The unique aspects of this intervention were the nature of the task (i.e., study of a real-world, local, problem) and the use of handheld computers for data collection. An urban, fifth-grade, European elementary school classroom defined the context of this study. The research data consisted of classroom observations, videos of the students engaging in activities in the classroom and outdoors, interviews with the students and the teacher, students' presentations, various worksheets and assessment materials. Data analysis illustrated that students perceived certain aspects of the intervention as significant: the collaboration with the scientist, the nature and context of the activities, and the use of handheld computers. This finding has implications about the value of engaging students in project-based science activities and using mobile technologies to support these activities and enhance students' interest. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10