Systematic Review of Outdoor Science Learning Activities with the Integration of Mobile Devices
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| Title: | Systematic Review of Outdoor Science Learning Activities with the Integration of Mobile Devices |
|---|---|
| Language: | English |
| Authors: | Kilty, Trina J., Burrows, Andrea C. |
| Source: | International Journal of Mobile and Blended Learning. 2020 12(2):33-56. |
| Availability: | IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: https://www.igi-global.com/journals/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Early Childhood Education Preschool Education Elementary Secondary Education Postsecondary Education |
| Descriptors: | Telecommunications, Handheld Devices, Outdoor Education, Science Instruction, Learning Activities, Instructional Design, Science Process Skills, Inquiry, Alignment (Education), Preschool Education, Elementary Secondary Education, Postsecondary Education |
| DOI: | 10.4018/IJMBL.2020040103 |
| ISSN: | 1941-8647 |
| Abstract: | The purpose of this systematic study review was to describe how researchers integrated mobile devices into outdoor science learning, assessment of those activities, and alignment of purpose, integration, and assessment. From initial 980 search results, the authors selected 45 articles based on the eligibility criteria of: (a) empirical study; (b) learning activity with science content; (c) outdoor setting; (d) mobile device integration; and (e) assessment. Researchers designed outdoor science learning activities integrated with mobile devices for the purposes of science knowledge gain, affective domain gain, and scientific inquiry. Researchers aligned components of scientific inquiry including hypothesis formation, observation, data collection and interpretation, and communication and collaboration. Conclusions describe benefits to integrating mobile devices with outdoor science learning activities by supporting scientific inquiry skill development. Alignment of purpose and assessment provides evidence of student learning important in meeting accountability standards. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1246901 |
| Database: | ERIC |
| Abstract: | The purpose of this systematic study review was to describe how researchers integrated mobile devices into outdoor science learning, assessment of those activities, and alignment of purpose, integration, and assessment. From initial 980 search results, the authors selected 45 articles based on the eligibility criteria of: (a) empirical study; (b) learning activity with science content; (c) outdoor setting; (d) mobile device integration; and (e) assessment. Researchers designed outdoor science learning activities integrated with mobile devices for the purposes of science knowledge gain, affective domain gain, and scientific inquiry. Researchers aligned components of scientific inquiry including hypothesis formation, observation, data collection and interpretation, and communication and collaboration. Conclusions describe benefits to integrating mobile devices with outdoor science learning activities by supporting scientific inquiry skill development. Alignment of purpose and assessment provides evidence of student learning important in meeting accountability standards. |
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| ISSN: | 1941-8647 |
| DOI: | 10.4018/IJMBL.2020040103 |
