Designing Applications for Physics Learning: Facilitating High School Students' Conceptual Understanding by Using Tablet PCs

Autor/inn/en	Wang, June-Yi; Wu, Hsin-Kai; Chien, Sung-Pei; Hwang, Fu-Kwun; Hsu, Ying-Shao
Titel	Designing Applications for Physics Learning: Facilitating High School Students' Conceptual Understanding by Using Tablet PCs
Quelle	In: Journal of Educational Computing Research, 51 (2015) 4, S.441-458 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Physics; Science Instruction; Secondary School Science; High School Students; Computer Uses in Education; Educational Technology; Handheld Devices; Grade 11; Computer Oriented Programs; Concept Formation; Motion; Scientific Concepts; Teaching Methods; Foreign Countries; Pretests Posttests; Taiwan + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computernutzung; Unterrichtsmedien; School year 11; 11. Schuljahr; Schuljahr 11; Computerprogramm; Concept learning; Begriffsbildung; Bewegungsablauf; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	So far relatively little research in education has explored the pedagogical and learning potentials of applications (Apps) on tablet PCs (TPCs). Drawing upon research on learning technologies and taking an embodied perspective, this study first identified educational functionalities of TPCs and generated guidelines to design educational Apps for science learning. Following the guidelines, two Apps were developed and their effects on students' science learning were examined. A total of 61 11th graders from 3 classes in a public senior high school participated in instructional activities using the Apps. The test results showed a significant improvement in the students' conceptual understanding of the projectile motion and collision of moving objects. The results also suggest that the implementation of the Apps was particularly useful for the students' understanding of advanced concepts. This study could extend current understandings of how mobile technologies support reform-based science teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01