Investigating Students' Conceptions of Technology-Assisted Science Learning: A Drawing Analysis

Autor/inn/en	Yeh, Heng-Yi; Tsai, Yu-Hsiang; Tsai, Chin-Chung; Chang, Hsin-Yi
Titel	Investigating Students' Conceptions of Technology-Assisted Science Learning: A Drawing Analysis
Quelle	In: Journal of Science Education and Technology, 28 (2019) 4, S.329-340 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chang, Hsin-Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-019-9769-1
Schlagwörter	Foreign Countries; High School Students; Student Attitudes; Knowledge Level; Technology Uses in Education; Science Education; Freehand Drawing; Computer Literacy; Self Efficacy; Learning Activities; Taiwan + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Wissensbasis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Naturwissenschaftliche Bildung; Drawing; Zeichnen; Computerkenntnisse; Self-efficacy; Selbstwirksamkeit; Lernaktivität
Abstract	This study investigated high school students' conceptions of technology-assisted science learning via drawing analysis, and explored how students with different degrees of computer experience and science learning self-efficacy may show different conceptions via their drawings. The participants included 335 senior high school students in Taiwan (179 male and 156 female). All of them were asked by guiding questions to make two drawings to represent their conceptions of technology-assisted science learning in actual and ideal contexts, respectively. Their background information including computer experience and science learning self-efficacy were obtained using self-reported questionnaires. Through drawing analysis, seven categories of conceptions of technology-assisted science learning were identified, including types of technology, location of learning, types of learning activities, content of learning, participants of learning activities, affordance of learning technology, and effects of learning technology. The results further revealed that the students' conceptions of actual and ideal technology-assisted science learning significantly differed in some sub-categories of all categories except the category of participants of learning activities. Moreover, students' computer experience and science learning self-efficacy may link to different conceptions of technology-assisted science learning. Future research and directions are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01