Using apps as digital scaffolds for science learning in the primary school

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

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 languageEnglish
Title of host publicationConference proceedings
Subtitle of host publicationnew perspectives in science education
EditorsPixel
Place of PublicationPadova, Italy
PublisherLibreriaUniversitaria
Pages254-259
Number of pages6
Edition6th
ISBN (Electronic)9788862928472
ISBN (Print)8862928475
Publication statusPublished - 2017
Externally publishedYes
EventNew Perspectives in Science Education (6th : 2017) - Florence, Italy
Duration: 16 May 201717 May 2017

Conference

ConferenceNew Perspectives in Science Education (6th : 2017)
CountryItaly
CityFlorence
Period16/05/1717/05/17

Keywords

  • apps
  • iPads
  • self-regulated learning
  • science
  • digital
  • Scaffolding

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