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Internet-based Science Learning: A review of journal publications.

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Title: Internet-based Science Learning: A review of journal publications.
Authors: Lee, Silvia Wen-Yu1, Tsai, Chin-Chung2, Wu, Ying-Tien3, Tsai, Meng-Jung2, Liu, Tzu-Chien4, Hwang, Fu-Kwun5, Lai, Chih-Hung6, Liang, Jyh-Chong7, Wu, Huang-Ching8, Chang, Chun-Yen9
Source: International Journal of Science Education. Sep2011, Vol. 33 Issue 14, p1893-1925. 33p. 5 Charts.
Subject Terms: *Science education, *Computer network resources, *Online education, *Science teachers, *Women's education, *Educational technology, *Prior learning, *Self-efficacy in students, *Motivation (Psychology), *Cognitive ability, Scientific literature
Abstract: Internet-based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty-five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet-based science learning, such as demographic background, prior knowledge, and self-efficacy; and (2) the learning outcomes derived from Internet-based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet-based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet-based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet-based learning environment itself is still quite crucial in Internet-based science learning. Recommendations for future research related to the effects of Internet-based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Science Education is the property of Routledge 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
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  Data: Internet-based Science Learning: A review of journal publications.
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  Data: <searchLink fieldCode="AR" term="%22Lee%2C+Silvia+Wen-Yu%22">Lee, Silvia Wen-Yu</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Tsai%2C+Chin-Chung%22">Tsai, Chin-Chung</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Wu%2C+Ying-Tien%22">Wu, Ying-Tien</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Tsai%2C+Meng-Jung%22">Tsai, Meng-Jung</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Liu%2C+Tzu-Chien%22">Liu, Tzu-Chien</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Hwang%2C+Fu-Kwun%22">Hwang, Fu-Kwun</searchLink><relatesTo>5</relatesTo><br /><searchLink fieldCode="AR" term="%22Lai%2C+Chih-Hung%22">Lai, Chih-Hung</searchLink><relatesTo>6</relatesTo><br /><searchLink fieldCode="AR" term="%22Liang%2C+Jyh-Chong%22">Liang, Jyh-Chong</searchLink><relatesTo>7</relatesTo><br /><searchLink fieldCode="AR" term="%22Wu%2C+Huang-Ching%22">Wu, Huang-Ching</searchLink><relatesTo>8</relatesTo><br /><searchLink fieldCode="AR" term="%22Chang%2C+Chun-Yen%22">Chang, Chun-Yen</searchLink><relatesTo>9</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Science+Education%22">International Journal of Science Education</searchLink>. Sep2011, Vol. 33 Issue 14, p1893-1925. 33p. 5 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+network+resources%22">Computer network resources</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Women's+education%22">Women's education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Prior+learning%22">Prior learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+literature%22">Scientific literature</searchLink>
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  Data: Internet-based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty-five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet-based science learning, such as demographic background, prior knowledge, and self-efficacy; and (2) the learning outcomes derived from Internet-based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet-based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet-based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet-based learning environment itself is still quite crucial in Internet-based science learning. Recommendations for future research related to the effects of Internet-based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Science Education is the property of Routledge 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=62610078
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