Technology-Supported Learning in Secondary and Undergraduate Biological Education: Observations from Literature Review

Autor/inn/en	Lee, Silvia Wen-Yu; Tsai, Chin-Chung
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10