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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| Language: | English |
| Authors: | Deborah Cockerham (ORCID |
| Source: | Mind, Brain, and Education. 2024 18(2):200-209. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Handheld Devices, Telecommunications, Adolescents, Inquiry, Critical Thinking, Personal Autonomy, Scientific Research, Student Research, Museums, Well Being, Psychological Patterns, Positive Attitudes |
| DOI: | 10.1111/mbe.12405 |
| ISSN: | 1751-2271 1751-228X |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424271 |
| Database: | ERIC |
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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. |
|---|---|
| ISSN: | 1751-2271 1751-228X |
| DOI: | 10.1111/mbe.12405 |
