Mobile and Printed Dichotomous Keys in Constructivist Learning of Biology in Primary School

Autor/inn/en	Andic, Branko; Cvjeticanin, Stanko; Lavicza, Zsolt; Maricic, Mirjana; Novovic, Tatjana; Steševic, Danijela
Titel	Mobile and Printed Dichotomous Keys in Constructivist Learning of Biology in Primary School
Quelle	In: Research in Science & Technological Education, 39 (2021) 4, S.393-420 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lavicza, Zsolt) ORCID (Steševic, Danijela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2020.1763290
Schlagwörter	Elementary School Science; Biology; Constructivism (Learning); Electronic Learning; Handheld Devices; Elementary School Students; Grade 8; Science Instruction; Botany; Foreign Countries; Instructional Effectiveness; Printed Materials; Student Attitudes; Montenegro + Suchen Sie Ihr Suchwort? Biologie; School year 08; 8. Schuljahr; Schuljahr 08; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Botanik; Ausland; Unterrichtserfolg; Schülerverhalten
Abstract	Background: Exploring using constructivist learning has become a focus of educational research in recent years. However, no available research has been found which examines the contribution of constructivist learning through the implementation of handheld computers and tablets (in the literature, a constructivist mobile learning environment refers to constructivist learning with the implementation of mobile devices) to student knowledge across cognitive levels, while their opinion on that contribution in biological education in primary schools is as yet unreported. Purpose: The main aim of this research is to examine the contribution of the Dichotomous Mobile Key (DMK) and the Dichotomous Printed Key (DPK), implemented in the classroom through constructivist learning, to student achievement and the sustainability of the primary school students' biological knowledge about "the Systematic and classification of plants" at all cognitive levels. The research also analyses students' opinions about the applied dichotomous keys in the constructivist learning process and the correlation between student knowledge and their opinion about the application of the DMK or the DPK. Design and methods: This research uses a quasi-experimental design and involved 140 eight-grade students from Montenegro assigned to two experimental groups, learning through: 1) the DPK (Group C) and 2) the DMK (Group E). Results and conclusions: The results indicate that studying using a DMK is more suitable than a DPK for learning botany in primary schools when implementing a constructivist approach. This is because the DMK is better suited to enhancing some elements of certain constructivist approaches, notably eliciting students' prior knowledge; facilitating exploratory learning; creating cognitive dissonance; and receiving continuous feedback during the entire learning process. The contribution of the DMK is greater than that of the DPK to students' knowledge and opinions to the contribution of the applied dichotomous key to their knowledge and greater desire to learn about plants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01