Using mobile phones in support of student learning in secondary science inquiry classrooms

Khoo, Elaine; Otrel-Cass, Kathrin

doi:10.15663/tandc.v17i2.285

Cited by 4 publications

(1 citation statement)

References 19 publications

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“…Examples of authentic learning assisted by the presence of mobile learning devices have also been presented in the literature, particularly in the context of science education. For example, a case study by Khoo and Otrel-Cass (2017) investigated the ways that secondary students adopted mobile phones to support authentic science inquiry. The researchers collected data from students through interviews, survey, classroom observations, and student work samples.…”

Section: Students' Perspectives Of Mobile Learning In Science and Mathematics Educationmentioning

confidence: 99%

Improving mobile learning in secondary mathematics and science: Listening to students

Burke

Kearney

Schuck

et al. 2021

Computer Assisted Learning

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Background: Mobile learning studies often focus on teachers' perspectives. This study instead considers students' experiences of learning with mobile devices (i.e., mlearning) in secondary school mathematics and science.Objectives: The research aims to describe the m-learning experiences of secondary mathematics and science students, and to determine the extent to which distinctive pedagogical dimensions impact students' perceived learning.Methods: A survey instrument using the iPAC mobile pedagogical framework as a theoretical lens is developed and validated. This framework highlights three pedagogical dimensions: personalization, authenticity, and collaboration. Structural equation modelling is used to investigate how each dimension predicts students' perceived improvement in learning, whilst accounting for usage context, among a sample of students in schools where mobile devices are used extensively.Results and Conclusions: Students were in agreement that personalization was a characteristic of their m-learning experiences, but authentic and collaborative learning were not as strongly featured. M-learning activities fostering personalization were most important for improving perceived learning; authenticity and collaboration were also significant, but no differences in perceived learning improvement due to location were found. Authentic m-learning and perceived improvement in learning with mobile devices were significantly higher in science than mathematics subjects.Implications: When teachers design m-learning tasks that enhance personalization, collaboration, and authenticity, students are predicted to perceive improvements in their learning. The findings suggest that teachers should consider designing technology-enhanced tasks that improve students' experiences of collaborative and authentic learning, particularly in mathematics for greatest gains in students' perceived improvement in learning.

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Section: Students' Perspectives Of Mobile Learning In Science and Mathematics Educationmentioning

confidence: 99%

Improving mobile learning in secondary mathematics and science: Listening to students

Burke

Kearney

Schuck

et al. 2021

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

Mediating learning with mobile devices through pedagogical innovation: Teachers’ perceptions of K-12 students’ learning experiences.

Burke,

Schuck,

Burden

et al. 2024

Computers & Education

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Learning Science With Mobile Technologies: Opportunities for Enhancing Preservice Elementary Teachers’ Science Conceptual Understanding

Menon,

Salas,

Mellendick

et al. 2020

Journal of College Science Teaching

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Using mobile phones in support of student learning in secondary science inquiry classrooms

Cited by 4 publications

References 19 publications

Improving mobile learning in secondary mathematics and science: Listening to students

Improving mobile learning in secondary mathematics and science: Listening to students

Mediating learning with mobile devices through pedagogical innovation: Teachers’ perceptions of K-12 students’ learning experiences.

Learning Science With Mobile Technologies: Opportunities for Enhancing Preservice Elementary Teachers’ Science Conceptual Understanding

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