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
N1 - Funding Information:
Funding of this research work is supported by National Science Council, Taiwan, under grant numbers NSC 98-2631-S-011-001 and NSC 99-2631-S-011-001. The authors also express their gratitude to Professor O. Roger Anderson at Teachers College, Columbia University for his helpful comments on an early draft of this review.
PY - 2011/9
Y1 - 2011/9
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 - European Journal of Science Education
JF - European Journal of Science Education
SN - 0950-0693
IS - 14
ER -