View in EDS PDF Full Text

Mobile Devices and Apps as Scaffolds to Science Learning in the Primary Classroom

Saved in:
Bibliographic Details
Title: Mobile Devices and Apps as Scaffolds to Science Learning in the Primary Classroom
Language: English
Authors: Falloon, Garry (ORCID 0000-0002-6369-8771)
Source: Journal of Science Education and Technology. Dec 2017 26(6):613-628.
Availability: 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
Peer Reviewed: Y
Page Count: 16
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Science Instruction, Educational Technology, Technology Uses in Education, Handheld Devices, Telecommunications, Computer Oriented Programs, Hands on Science, Elementary School Science, Science Activities, Energy, Scientific Concepts, Scaffolding (Teaching Technique), Science Experiments, Foreign Countries, Workshops, Grounded Theory, Teacher Role
Geographic Terms: New Zealand
DOI: 10.1007/s10956-017-9702-4
ISSN: 1059-0145
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.
Abstractor: As Provided
Number of References: 43
Entry Date: 2017
Accession Number: EJ1157927
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGTzweoWbqqQF9VNDpGdQteAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDJClUXyOjU2lZqgm7AIBEICBmynrXpAnJIWXnW8eqORxaMqnhWuELcXU7r5W8HAFlGKTqEPBsJfcU5PHwAL0RX5dnA60NHAWo4yCvVgfh4ekANsA-aBUsXoBB_UeedQVBYuKTBF2gQWcUf2Qse1xMMS9uaMOoTg2K04f7Cu5_wL6NaeWSvxLl9DpsfEP3yyYlMlaeqovQIOoG67C6m7fDPUjncsQW4bj92dbcMyM
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1157927
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Mobile Devices and Apps as Scaffolds to Science Learning in the Primary Classroom
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Falloon%2C+Garry%22">Falloon, Garry</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6369-8771">0000-0002-6369-8771</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Science+Education+and+Technology%22"><i>Journal of Science Education and Technology</i></searchLink>. Dec 2017 26(6):613-628.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2017
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Handheld+Devices%22">Handheld Devices</searchLink><br /><searchLink fieldCode="DE" term="%22Telecommunications%22">Telecommunications</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Oriented+Programs%22">Computer Oriented Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Hands+on+Science%22">Hands on Science</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Science%22">Elementary School Science</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Activities%22">Science Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Energy%22">Energy</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Experiments%22">Science Experiments</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+Theory%22">Grounded Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22New+Zealand%22">New Zealand</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10956-017-9702-4
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1059-0145
– 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 43
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1157927
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1157927
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10956-017-9702-4
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 613
    Subjects:
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Handheld Devices
        Type: general
      – SubjectFull: Telecommunications
        Type: general
      – SubjectFull: Computer Oriented Programs
        Type: general
      – SubjectFull: Hands on Science
        Type: general
      – SubjectFull: Elementary School Science
        Type: general
      – SubjectFull: Science Activities
        Type: general
      – SubjectFull: Energy
        Type: general
      – SubjectFull: Scientific Concepts
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Science Experiments
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Workshops
        Type: general
      – SubjectFull: Grounded Theory
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: New Zealand
        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
              Type: published
              Y: 2017
          Identifiers:
            – Type: issn-print
              Value: 1059-0145
          Numbering:
            – Type: volume
              Value: 26
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Journal of Science Education and Technology
              Type: main
ResultId 1