Why E-Learning Matters: Developing Early Elementary School Students' Understanding of the Seasons

Autor/inn/en	So, Winnie Wing-Mui; Chen, Yu
Titel	Why E-Learning Matters: Developing Early Elementary School Students' Understanding of the Seasons
Quelle	In: Asia-Pacific Forum on Science Learning and Teaching, 19 (2018) 2, Artikel 9 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1609-4913
Schlagwörter	Electronic Learning; Elementary School Students; Weather; Grade 3; Learning Processes; Discussion Groups; Prior Learning; Data Analysis; Scientific Concepts; Concept Formation; Foreign Countries; Children; Educational Games; Science Instruction; Scientific Literacy; Hong Kong + Suchen Sie Ihr Suchwort? Wetter; School year 03; 3. Schuljahr; Schuljahr 03; Learning process; Lernprozess; Vorkenntnisse; Auswertung; Concept learning; Begriffsbildung; Ausland; Child; Kind; Kinder; Educational game; Lernspiel; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hongkong
Abstract	E-learning is playing a significant and increasing role in elementary science education. The purpose of this study was to explore how primary Grade 3 students constructed an understanding of seasons through a series of interactive e-learning activities. One class of Grade 3 students from one local primary school was invited to participate in this study. Methods for data collection included lesson observation and cognitive walkthroughs. Results indicated that the students came to school with alternative conceptions of the seasons, such as the seasons are distributed unevenly or that summer is the longest and includes the months from June to September. Results also indicated that the process of discussing prior knowledge of the seasons through online forums as well as analyzing the weather data of temperature, humidity, and rainfall as evidence to explain seasons helped to facilitate the students' conceptual changes and construction, as well as their awareness and skills of evidence use in scientific explanations. This study has implications for the implementation of e-learning for developing students' science concepts and abilities of evidence use in early elementary education. (As Provided).
Anmerkungen	Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail: apfslt@sci.ied.edu.hk; Web site: http://www.ied.edu.hk/apfslt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01