Mobile inquiry and inquiry-based science learning in higher education: advantages, challenges, and attitudes
This exploratory study investigated higher education student experiences on the effects and limitations of mobile inquiry-based and inquiry-based science learning applications. A total of 80 pre-service science and elementary school teachers from a public university in Turkey were recruited in the s...
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| Veröffentlicht in: | Asia Pacific education review 2022-09, Vol.23 (3), p.427-444 |
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| creator | Inel-Ekici, Didem Ekici, Murat |
| description | This exploratory study investigated higher education student experiences on the effects and limitations of mobile inquiry-based and inquiry-based science learning applications. A total of 80 pre-service science and elementary school teachers from a public university in Turkey were recruited in the study using availability sampling. Participants were randomly assigned to one of two groups; one group participated in face-to-face inquiry-based learning (IBL) and the other participated in mobile inquiry-based learning (m-IBL). Data were collected using semi-structured interviews after 6 weeks of inquiry. Three main categories arose from the data analysis: the effects of m-IBL and IBL applications, problems encountered in the applications, and attitudes toward the application process. It was found that both IBL and m-IBL activities contributed to the meaningful learning of the science subjects, an understanding of scientific research, and the development of thinking skills, such as scientific process skills and problem-solving. |
| doi_str_mv | 10.1007/s12564-021-09729-2 |
| format | Article |
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A total of 80 pre-service science and elementary school teachers from a public university in Turkey were recruited in the study using availability sampling. Participants were randomly assigned to one of two groups; one group participated in face-to-face inquiry-based learning (IBL) and the other participated in mobile inquiry-based learning (m-IBL). Data were collected using semi-structured interviews after 6 weeks of inquiry. Three main categories arose from the data analysis: the effects of m-IBL and IBL applications, problems encountered in the applications, and attitudes toward the application process. 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| fulltext | fulltext |
| identifier | ISSN: 1598-1037 |
| ispartof | Asia Pacific education review, 2022-09, Vol.23 (3), p.427-444 |
| issn | 1598-1037 1876-407X |
| language | eng |
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| source | Springer Nature - Complete Springer Journals |
| subjects | Barriers Education Educational Technology Elementary School Teachers Foreign Countries Handheld Devices Higher education In Person Learning Inquiry Inquiry method Instructional Effectiveness Online instruction Preservice Teachers Science education Science Teachers Student Attitudes Telecommunications |
| title | Mobile inquiry and inquiry-based science learning in higher education: advantages, challenges, and attitudes |
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