An Inquiry‐based Approach to Understanding Well‐being and Smartphone Usage: Constructing Research with Adolescent Students.
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| Title: | An Inquiry‐based Approach to Understanding Well‐being and Smartphone Usage: Constructing Research with Adolescent Students. |
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| Authors: | Cockerham, Deborah1 (AUTHOR) deborah.cockerham@unt.edu, Tyler‐Wood, Tandra1 (AUTHOR), Lin, Lin2 (AUTHOR) |
| Source: | Mind, Brain & Education. May2024, Vol. 18 Issue 2, p200-209. 10p. |
| Subject Terms: | *Educational planning, *Affect (Psychology), *Student research, *Critical thinking, Smartphones, Well-being |
| Abstract: | Inquiry can be an effective educational strategy for building critical thinking and student agency, but it is also a catalyst for scientific research. This study built upon a foundation of inquiry as 25 adolescents participated in a nine‐week guided inquiry curriculum focused on smartphones and digital responsibility. As participants developed personally meaningful inquiries and designed investigations into smartphone usage, they became co‐researchers who conducted their own research studies at a large museum. The study examines to what extent participants show changes in their (1) sense of well‐being; (2) awareness of personal smartphone usage. Pre‐ and post‐intervention data compared participants' personal awareness of smartphone usage and investigated participants' well‐being. Results showed significant increases in positive affect and smartphone awareness, with significant decreases in negative affect. This study provides important insights for teachers and researchers by highlighting the positive educational impacts of two‐way dialogue between research and education. Inquiry is both an effective educational strategy for building critical thinking and student agency and a catalyst for scientific research. This study was built upon a foundation of inquiry as 25 adolescents who participated in a nine‐week inquiry‐based digital responsibility curriculum conducted personally meaningful research into human/smartphone interactions. Participants significantly increased in positive affect and smartphone awareness, and significantly decreased in negative affect. Results highlight the positive educational impacts of two‐way dialogue between research and education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Inquiry can be an effective educational strategy for building critical thinking and student agency, but it is also a catalyst for scientific research. This study built upon a foundation of inquiry as 25 adolescents participated in a nine‐week guided inquiry curriculum focused on smartphones and digital responsibility. As participants developed personally meaningful inquiries and designed investigations into smartphone usage, they became co‐researchers who conducted their own research studies at a large museum. The study examines to what extent participants show changes in their (1) sense of well‐being; (2) awareness of personal smartphone usage. Pre‐ and post‐intervention data compared participants' personal awareness of smartphone usage and investigated participants' well‐being. Results showed significant increases in positive affect and smartphone awareness, with significant decreases in negative affect. This study provides important insights for teachers and researchers by highlighting the positive educational impacts of two‐way dialogue between research and education. Inquiry is both an effective educational strategy for building critical thinking and student agency and a catalyst for scientific research. This study was built upon a foundation of inquiry as 25 adolescents who participated in a nine‐week inquiry‐based digital responsibility curriculum conducted personally meaningful research into human/smartphone interactions. Participants significantly increased in positive affect and smartphone awareness, and significantly decreased in negative affect. Results highlight the positive educational impacts of two‐way dialogue between research and education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17512271 |
| DOI: | 10.1111/mbe.12405 |
