Mobile Learning and Biodiversity–Bridging the Gap between Outdoor and Inquiry Learning in Pre-Service Science Teacher education

Schaal, Steffen; Matt, Monica; Grübmeyer, Sonja

doi:10.1016/j.sbspro.2012.05.479

Cited by 20 publications

(19 citation statements)

References 7 publications

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“…Thus, the context, through this type of mobile activity, creates the learning conditions for students, but the student has the control and decides what to do or to explore (Nathan & Robinson, 2001). The majority of the designs used the GPS to model this type of activity (Boticki et al, 2015;Chiang et al, 2014a, M A N U S C R I P T A C C E P T E D ACCEPTED MANUSCRIPT 15 2014b; Dunleavy et al, 2009;Huang et al, 2010;Hwang, Chu, et al, 2011;Jong & Tsai, 2016;Kamarainen et al, 2013;Laru et al, 2012;Schaal et al, 2012;Wong, 2013) (see table 10 and Appendix B). This type of mobile activities does not offer opportunities to monitor the learning progress, because they focus on the delivery of content through the context.…”

Section: Asynchronous 15mentioning

confidence: 99%

“…) (Parr et al, 2004) (Razikin et al, 2009) (Roger & Price, 2008) (Schaal et al, 2012) (Sha et al, 2012) (Shelley et al, 2015) (Shih, 2010) (Song & Kong, 2014) (Song et al, 2012) (Song, 2014) (Song, 2016) (Suarez et al, 2014) (Suarez et al, 2016) (Sun et al, 2015) (Tan et al, 2007) (Ternier et al, 2012) (Vavoula et al, 2009 (Vogel et al, 2014) (Wong, 2013) b (Wong, 2013) a (Yang & Lin, 2010) (Yarnall et al, 2006) M A N U S C R I P T…”

Section: Appendix a Complete List Of Reviewed Studiesmentioning

confidence: 99%

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A review of the types of mobile activities in mobile inquiry-based learning

Surez

Specht

Prinsen

et al. 2018

Computers & Education

133

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Section: Asynchronous 15mentioning

confidence: 99%

Section: Appendix a Complete List Of Reviewed Studiesmentioning

confidence: 99%

A review of the types of mobile activities in mobile inquiry-based learning

Surez

Specht

Prinsen

et al. 2018

Computers & Education

133

View full text Add to dashboard Cite

“…To measure learning engagement, questionnaires were administered to students (see S1 Appendix for the full questionnaires). The questionnaires were modified from the Intrinsic Motivation Inventory (IMI) [ 25 – 27 ] and the level of tension represented how anxious students felt when asked to carry out the learning activity [ 28 – 30 ]. Four variables were measured: i) perceived interest and enjoyment, ii) perceived competence, iii) perceived effort/importance and iv) the level of pressure/tension.…”

Section: Methodsmentioning

confidence: 99%

Investigating the use of sensor-based IoET to facilitate learning for children in rural Thailand

et al. 2018

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A novel sensor-based Internet of Educational Things (IoET) platform named OBSY was iteratively designed, developed and evaluated to support education in rural regions in Thailand. To assess the effectiveness of this platform, a study was carried out at four primary schools located near the Thai northern border with 244 students and 8 teachers. Participants were asked to carry out three science-based learning activities and were measured for improvements in learning outcome and learning engagement. Overall, the results showed that students in the IoET group who had used OBSY to learn showed significantly higher learning outcome and had better learning engagement than those in the control condition. In addition, for those in the IoET group, there was no significant effect regarding gender, home location (Urban or Rural), age, prior experience with technology and ethnicity on learning outcome. For learning engagement, only age was found to influence interest/enjoyment. The study demonstrated the potential of IoET technologies in underprivileged area, through a co-design approach with teachers and students, taking into account the local contexts.

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“…Effective ecological teaching must to involve real nature object and employ an active data gathering in the field. Therefore student participation and collaboration with others is critical during the teaching and learning process to build a more cooperative process (Schaal, Matt, & Grübmeyer, 2012).…”

Section: Introductionmentioning

confidence: 99%

Developing mobile learning as ecology practical tool using three-layer observation framework

Sambodo

Prayitno

Karyanto

et al. 2018

JPBI

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Developing a practical tool in ecology that addresses the challenge of transferring the ecologicalconcept systematically has become an essential factor in achieving a better understanding of the teaching process. Three-layer Observation Framework (TlOF) is one of the best methods that can be adopted in designing practical work in ecology since its power in providing a step-by-step concept reconstruction. This research aimed to develop a sample of practical work in ecological teaching and learning based on the TlOF. This research followed the ADDIE method in developing the product with some modifications. The research focus was set to gain product’s appropriateness from validators and users. The developed product was tested in Biology Education Department at the State Islamic University of Sunan Kalijaga, Yogyakarta in order to collect responses for further product improvement. The results of the appropriateness test from three validators showed that the developed product is “very good” with an average score of 81.8. During the performed preliminary test by users, as high as 82.5 was achieved. It means that the developed product gained a good perception from the respondents. According to the results, TlOF-based mobile learning the practical tool is the potential to become an alternative media in improving practical work in term of encompassing ecological concepts.

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Mobile Learning and Biodiversity–Bridging the Gap between Outdoor and Inquiry Learning in Pre-Service Science Teacher education

Cited by 20 publications

References 7 publications

A review of the types of mobile activities in mobile inquiry-based learning

A review of the types of mobile activities in mobile inquiry-based learning

Investigating the use of sensor-based IoET to facilitate learning for children in rural Thailand

Developing mobile learning as ecology practical tool using three-layer observation framework

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