Investigating Students’ Conceptions of Technology-Assisted Science Learning: a Drawing Analysis

Heng Yi Yeh, Yu Hsiang Tsai, Chin Chung Tsai, Hsin Yi Chang

研究成果: 雜誌貢獻期刊論文同行評審

3 引文 斯高帕斯(Scopus)

摘要

This study investigated high school students’ conceptions of technology-assisted science learning via drawing analysis, and explored how students with different degrees of computer experience and science learning self-efficacy may show different conceptions via their drawings. The participants included 335 senior high school students in Taiwan (179 male and 156 female). All of them were asked by guiding questions to make two drawings to represent their conceptions of technology-assisted science learning in actual and ideal contexts, respectively. Their background information including computer experience and science learning self-efficacy were obtained using self-reported questionnaires. Through drawing analysis, seven categories of conceptions of technology-assisted science learning were identified, including types of technology, location of learning, types of learning activities, content of learning, participants of learning activities, affordance of learning technology, and effects of learning technology. The results further revealed that the students’ conceptions of actual and ideal technology-assisted science learning significantly differed in some sub-categories of all categories except the category of participants of learning activities. Moreover, students’ computer experience and science learning self-efficacy may link to different conceptions of technology-assisted science learning. Future research and directions are also discussed.

原文英語
頁(從 - 到)329-340
頁數12
期刊Journal of Science Education and Technology
28
發行號4
DOIs
出版狀態已發佈 - 2019 八月 15
對外發佈Yes

ASJC Scopus subject areas

  • Education
  • Engineering(all)

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