Mobile Devices and Apps as Scaffolds to Science Learning in the Primary Classroom.
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| Title: | Mobile Devices and Apps as Scaffolds to Science Learning in the Primary Classroom. |
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| Authors: | Falloon, Garry1 garry.falloon@mq.edu.au |
| Source: | Journal of Science Education & Technology. Dec2017, Vol. 26 Issue 6, p613-628. 16p. 3 Color Photographs, 2 Diagrams, 6 Charts, 3 Graphs. |
| Subject Terms: | *Science education, *Primary education, Mobile apps, iPads, Pocket computers |
| Abstract: | Considerable work over many years has explored the contribution technology can make to science learning, at all levels of education. In the school sector, historically this has focused on the use of fixed, desktop-based or semi-mobile laptop systems for purposes such as experiment data collection or analysis, or as a means of engaging or motivating interest in science. However, the advent of mobile devices such as iPads supported by a huge array of low or no cost apps, means that new opportunities are becoming available for teachers to explore how these resources may be useful for supporting 'hands on' science learning. This article reports outcomes from a study of primary (elementary) school students' use of a series of apps integrated with practical science activities, in a topic exploring Energy concepts. It used an innovative display capture tool to examine how the students used the apps and features of their iPads to scaffold their practical work at different stages during the experiments. Results identify device functions and app-based scaffolds that assisted these students to structure their experiments, understand procedures, think about the influence of variables and communicate and share outcomes. However, they also discovered limitations in the apps' ability to support conceptual knowledge development, identifying the critical role of teachers and the importance of task structure and design to ensuring conceptual knowledge objectives are met. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 125744365 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Mobile Devices and Apps as Scaffolds to Science Learning in the Primary Classroom. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Falloon%2C+Garry%22">Falloon, Garry</searchLink><relatesTo>1</relatesTo><i> garry.falloon@mq.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Science+Education+%26+Technology%22">Journal of Science Education & Technology</searchLink>. Dec2017, Vol. 26 Issue 6, p613-628. 16p. 3 Color Photographs, 2 Diagrams, 6 Charts, 3 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br /><searchLink fieldCode="DE" term="%22Mobile+apps%22">Mobile apps</searchLink><br /><searchLink fieldCode="DE" term="%22iPads%22">iPads</searchLink><br /><searchLink fieldCode="DE" term="%22Pocket+computers%22">Pocket computers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Considerable work over many years has explored the contribution technology can make to science learning, at all levels of education. In the school sector, historically this has focused on the use of fixed, desktop-based or semi-mobile laptop systems for purposes such as experiment data collection or analysis, or as a means of engaging or motivating interest in science. However, the advent of mobile devices such as iPads supported by a huge array of low or no cost apps, means that new opportunities are becoming available for teachers to explore how these resources may be useful for supporting 'hands on' science learning. This article reports outcomes from a study of primary (elementary) school students' use of a series of apps integrated with practical science activities, in a topic exploring Energy concepts. It used an innovative display capture tool to examine how the students used the apps and features of their iPads to scaffold their practical work at different stages during the experiments. Results identify device functions and app-based scaffolds that assisted these students to structure their experiments, understand procedures, think about the influence of variables and communicate and share outcomes. However, they also discovered limitations in the apps' ability to support conceptual knowledge development, identifying the critical role of teachers and the importance of task structure and design to ensuring conceptual knowledge objectives are met. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=125744365 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10956-017-9702-4 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 613 Subjects: – SubjectFull: Science education Type: general – SubjectFull: Primary education Type: general – SubjectFull: Mobile apps Type: general – SubjectFull: iPads Type: general – SubjectFull: Pocket computers Type: general Titles: – TitleFull: Mobile Devices and Apps as Scaffolds to Science Learning in the Primary Classroom. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Falloon, Garry IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 10590145 Numbering: – Type: volume Value: 26 – Type: issue Value: 6 Titles: – TitleFull: Journal of Science Education & Technology Type: main |
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