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首页> 外文会议>Proceedings of the ACM special interest group for information technology education conference >Use of a Mobile Application to Promote Scientific Discovery Learning: Students' Perceptions towards and Practical Adoption of a Mobile Application
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Use of a Mobile Application to Promote Scientific Discovery Learning: Students' Perceptions towards and Practical Adoption of a Mobile Application

机译：使用移动应用程序促进科学发现学习：学生对移动应用程序的理解和实际采用

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摘要

This paper examines what students think about the use of a mobile application as a learning support tool and describes how a mobile application helps students improve scientific discovery learning outside of school. To meet the needs of conveniently saving and retrieving student's learning, the customized mobile application eBookMaker was developed for our two studies. This application enables students to quickly create mobile documents offering media-rich functionalities. Thirty-two fourth- and fifth- grade students in a public school participated in the studies. Each student was given an Android-powered Motorola smart phone pre-loaded with eBookMaker. In the first study, students were asked to make a mobile document about what they learned in class and fill out a survey form for their feedback about the use of a mobile application. In the second study, students were required to individually explore the scientific phenomena from their daily life, record their investigations, and create mobile documents using eBookMaker for two weeks outside of school. Based on the findings from these two studies, we can suppose that students have a positive attitude (80% of the students replied that they were mostly satisfied with a mobile application, eBookMaker) towards the use of a mobile application as an educational tool. Furthermore, a majority of students (86%) could figure out their own topics, search relevant information from a variety of sources (i.e. Textbooks or websites), and come to their own conclusion, which is a basic scientific discovery learning process, and even 24% of the students could design an experiment, conduct the experiment and draw a conclusion from the experiment, which is a more advanced scientific discovery learning process.
机译：本文研究了学生对使用移动应用程序作为学习支持工具的看法，并描述了移动应用程序如何帮助学生改善校外的科学发现学习。为了满足方便保存和检索学生的学习需求，针对我们的两项研究开发了定制的移动应用程序eBookMaker。该应用程序使学生能够快速创建提供多媒体功能的移动文档。一所公立学校的32名四年级和五年级学生参加了研究。每位学生都会获得一台预装eBookMaker的Android驱动的摩托罗拉智能手机。在第一个研究中，要求学生制作一个关于他们在课堂上学到的东西的移动文档，并填写一份调查表以获取有关使用移动应用程序的反馈。在第二项研究中，要求学生在校外两周分别从日常生活中探索科学现象，记录调查结果并使用eBookMaker创建移动文档。根据这两项研究的结果，我们可以假设学生对将移动应用程序用作教育工具持积极态度（80％的学生回答说，他们对移动应用程序eBookMaker最满意）。此外，大多数学生（86％）可以弄清楚自己的主题，可以从各种来源（例如教科书或网站）中搜索相关信息，并得出自己的结论，这是基本的科学发现学习过程，甚至24％的学生可以设计实验，进行实验并从实验中得出结论，这是一个更高级的科学发现学习过程。

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