Students’ development of socio-scientific reasoning in a mobile augmented reality learning environment

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15 引文 斯高帕斯(Scopus)

摘要

In this study we investigated how a newly developed learning environment that integrates mobile augmented reality (AR) technology supported students’ socio-scientific reasoning (SSR). Drawing upon the reasoned action theory, we consider the roles of students’ attitudes toward SSR before learning, and their cognitive and emotional engagement during learning in the students’ actual performance of SSR. The implementation results indicate the impact of the learning environment on students’ scientific knowledge and attitude change. Moreover, we identified a significant path of how the students developed their SSR by the interactions among their attitude toward SSR, and their cognitive and emotional engagement in the mobile AR learning environment. On the other hand, the students’ post-learning attitudes toward SSR were dominated by their pre-learning attitudes. Implications and suggestions are discussed.

原文英語
頁(從 - 到)1410-1431
頁數22
期刊International Journal of Science Education
40
發行號12
DOIs
出版狀態已發佈 - 2018 八月 13

ASJC Scopus subject areas

  • Education

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