Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan

Autor/inn/en	Ward, Nicholas D.; Finley, Rachel J.; Keil, Richard G.; Clay, Tansy G.
Titel	Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan
Quelle	In: Journal of Geoscience Education, 61 (2013) 4, S.378-384 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
Schlagwörter	Educational Technology; Technology Uses in Education; Handheld Devices; Telecommunications; High School Students; Secondary School Science; Science Instruction; Lesson Plans; Questionnaires; Student Attitudes; Scientific Concepts; Concept Formation; Computation; Ecology; State Standards; Learning Activities; Worksheets; Pretests Posttests; Critical Thinking; Science Laboratories; Washington (Seattle) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Fragebogen; Schülerverhalten; Concept learning; Begriffsbildung; Ökologie; Lernaktivität; Kritisches Denken
Abstract	This study explores the utility of a set of tablet-based personal computers in the K-12 science, technology, engineering, and mathematics classroom. Specifically, a lesson on food-chain dynamics and predator-prey population controls was designed on the Apple® iPad platform and delivered to three sophomore-level ecology classes (roughly 30 students per class with six iPads). Questionnaire feedback indicated that most students greatly enjoyed and were engaged in the activity. Further, student understanding of core concepts generally increased after participating in the tablet-based activity. Here, the iPad was essentially used as a data generator for a calculation-based activity, which is one of many potential applications of a class set of tablets. The collective results of this study indicate that student engagement and concept building is enhanced by immersive, tablet-based activities and a lesson plan that can be readily used in K-12 science classrooms is provided. (As Provided).
Anmerkungen	National Association of Geoscience Teachers. Carleton College W-SERC, One North College Street, Northfield, MN 55057. Tel: 540-568-6675; Fax: 540-568-8058; e-mail: jge@jmu.edu; Website: http://nagt-jge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01