Effects of Ubiquitous-Physics App on Students' Inquiry Behaviors and Learning Achievements

Autor/inn/en	Hwang, Wu-Yuin; Purba, Siska Wati Dewi
Titel	Effects of Ubiquitous-Physics App on Students' Inquiry Behaviors and Learning Achievements
Quelle	In: Asia-Pacific Education Researcher, 31 (2022) 4, S.439-450 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Purba, Siska Wati Dewi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-021-00585-7
Schlagwörter	Science Instruction; Physics; Educational Technology; Technology Uses in Education; Instructional Effectiveness; Science Achievement; Inquiry; Grade 11; Secondary School Science; Correlation; Predictor Variables; Logical Thinking; Science Laboratories; Visual Aids + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; School year 11; 11. Schuljahr; Schuljahr 11; Korrelation; Prädiktor; Anschauungsmaterial
Abstract	The Ubiquitous-Physics (U-Physics) app was upgraded to help students in learning inclined plane concepts. The new version of U-Physics allows students to see the experimental data not only in a graphical representation but also in a tabular representation. U-Physics provides a whiteboard function to support data explanations. The study investigated the differences between experimental students who use U-Physics (EG) and control students who do not use the app (CG) in terms of learning achievements. Additionally, we studied the free body diagram ability of students by giving them a test and analyzed its relationship to inquiry behaviors (interpreting graphs, applying formulas, and drawing conclusions) and learning achievements. Two 11th-grade classes (EG = 15 and CG = 32) participated in this quasi-experimental design. Our findings showed that the students who use U-Physics performed better than those who do not use the app in terms of learning achievements. Inquiry behaviors have a significant correlation with students' learning achievements, and drawing conclusions is a predictor to affect students' learning achievements. Additionally, most students agreed that U-Physics is beneficial for their physics learning. Thus, we strongly suggest teachers to use U-Physics and involve inquiry behaviors in physics laboratories to enhance students' inquiry thinking and learning achievements while conducting physics experiments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01