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.
| Original language | English |
|---|---|
| Pages (from-to) | 1893-1925 |
| Number of pages | 33 |
| Journal | International Journal of Science Education |
| Volume | 33 |
| Issue number | 14 |
| DOIs | |
| Publication status | Published - 2011 Sep 1 |
Fingerprint
Keywords
- Internet
- Literature review
- Science learning
- Technology-based learning environment
- Web
ASJC Scopus subject areas
- Education
Cite this
Internet-based science learning : A review of journal publications. / Lee, Silvia Wen Yu; Tsai, Chin Chung; Wu, Ying Tien; Tsai, Meng Jung; Liu, Tzu-Chien; Hwang, Fu-Kwun; Lai, Chih Hung; Liang, Jyh Chong; Wu, Huang Ching; Chang, Chun-Yen.
In: International Journal of Science Education, Vol. 33, No. 14, 01.09.2011, p. 1893-1925.Research output: Contribution to journal › Review article
}
TY - JOUR
T1 - Internet-based science learning
T2 - A review of journal publications
AU - Lee, Silvia Wen Yu
AU - Tsai, Chin Chung
AU - Wu, Ying Tien
AU - Tsai, Meng Jung
AU - Liu, Tzu-Chien
AU - Hwang, Fu-Kwun
AU - Lai, Chih Hung
AU - Liang, Jyh Chong
AU - Wu, Huang Ching
AU - Chang, Chun-Yen
PY - 2011/9/1
Y1 - 2011/9/1
N2 - 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.
AB - 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.
KW - Internet
KW - Literature review
KW - Science learning
KW - Technology-based learning environment
KW - Web
UR - http://www.scopus.com/inward/record.url?scp=79960597813&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79960597813&partnerID=8YFLogxK
U2 - 10.1080/09500693.2010.536998
DO - 10.1080/09500693.2010.536998
M3 - Review article
AN - SCOPUS:79960597813
VL - 33
SP - 1893
EP - 1925
JO - International Journal of Science Education
JF - International Journal of Science Education
SN - 0950-0693
IS - 14
ER -