Abstract
Recent technological developments have seen increasing numbers of mobile digital devices being used in schools, and the advent of these has opened new possibilities for supporting science learning. This paper reports outcomes from primary students’ use of apps as digital scaffolds for self-regulated learning, in a ‘Forms of Energy’ inquiry. Results identified design features of the apps that were effective in supporting students’ organisation and procedural knowledge, but found limitations to how well they could support conceptual understanding. Outcomes highlight the importance of human factors in optimising learning benefits from using apps in science, and underpin the importance of teachers’ conceptual knowledge to students’ science learning. Keywords: apps, iPads, self-regulated learning, science, digital, scaffold.
| Original language | English |
|---|---|
| Title of host publication | Conference proceedings |
| Subtitle of host publication | new perspectives in science education 2017 |
| Editors | Pixel |
| Place of Publication | Padova, Italy |
| Publisher | LibreriaUniversitaria |
| Pages | 254-259 |
| Number of pages | 6 |
| Edition | 6th |
| ISBN (Electronic) | 9788862928472 |
| ISBN (Print) | 8862928475 |
| Publication status | Published - 2017 |
| Externally published | Yes |
| Event | New Perspectives in Science Education (6th : 2017) - Florence, Italy Duration: 16 May 2017 → 17 May 2017 |
Conference
| Conference | New Perspectives in Science Education (6th : 2017) |
|---|---|
| Country/Territory | Italy |
| City | Florence |
| Period | 16/05/17 → 17/05/17 |
Keywords
- apps
- iPads
- self-regulated learning
- science
- digital
- Scaffolding