Literaturnachweis - Detailanzeige
Autor/inn/en | Lee, Silvia Wen-Yu; Tsai, Chin-Chung |
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Titel | Technology-Supported Learning in Secondary and Undergraduate Biological Education: Observations from Literature Review |
Quelle | In: Journal of Science Education and Technology, 22 (2013) 2, S.226-233 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1059-0145 |
DOI | 10.1007/s10956-012-9388-6 |
Schlagwörter | Educational Technology; Student Attitudes; Genetics; Learning Processes; Molecular Biology; Undergraduate Students; College Students; Secondary Education; Higher Education; Science Education; Science Instruction; Simulation; Problem Solving; Technology Uses in Education Unterrichtsmedien; Schülerverhalten; Humangenetik; Learning process; Lernprozess; Molekularbiologie; Collegestudent; Sekundarbereich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Simulation program; Simulationsprogramm; Problemlösen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen |
Abstract | We conducted a literature review of using educational technology in biology learning from 2001 to 2010. A total of 36 empirical articles were included for review. Based upon the content analyses of these studies, such as technologies utilized, student sample, biological topics involved, the research purpose, and methodology, the following observations were revealed. Among the different types of technologies, the majority of studies utilized simulations or visualization tools. Genetics and molecular biology were the most popular biological topics. Most studies examined students' conceptual outcomes, fewer studies examined affective outcomes, and a few studies examined higher-order skills. Also a small number of studies observed students' learning processes. Beyond simply the comparison for traditional teaching versus technology-assisted learning, some studies emphasized comparing different technologies or different representations. This review also suggested some future research directions. For example, more studies should use technologies for interdisciplinary training and for fostering problem-solving skills. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |