A Tool of Technology-Based Laboratory Enabled Students to Precisely Describe Scientific Phenomena

Autor/inn/en	Liu, Chia-Yu; Wu, Chao-Jung; Chiou, Guo-Li; Wong, Wing-Kwong
Titel	A Tool of Technology-Based Laboratory Enabled Students to Precisely Describe Scientific Phenomena
Quelle	In: Journal of Baltic Science Education, 21 (2022) 3, S.495-512 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Liu, Chia-Yu) ORCID (Wu, Chao-Jung) ORCID (Chiou, Guo-Li) ORCID (Wong, Wing-Kwong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Undergraduate Students; Mathematical Models; Science Instruction; Scientific Principles; Science Laboratories; Educational Technology; Technology Uses in Education; College Science; Mechanics (Physics); Motion; Foreign Countries; Knowledge Level; Scientific Concepts; Concept Formation; Taiwan + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mechanik; Bewegungsablauf; Ausland; Wissensbasis; Concept learning; Begriffsbildung
Abstract	Proposing scientific descriptions is critical for individuals to cope with daily problems and acquire essential information. Nonetheless, few classes have enhanced students' ability to describe facts of scientific phenomena. Thus, using a tool of technology-based laboratory, this research examined whether students' scientific descriptions and mathematical modelling behaviours could be improved. The participants included 52 undergraduate students randomly assigned to the experimental and control group. Two prompts were developed to remind the experimental group that it is common to place 'time' along the x-axis and that mathematical modelling is important in physics. Results showed that as expected, all participants generated more propositions in scientific descriptions, especially the experimental group. However, contrary to the hypothesis, the participants did not propose more correct propositions and the effect of group was limited. Moreover, the hypotheses were partially supported that the participants used more image-based and mathematics-based representations to describe phenomena, and the proportion of participants whose propositional type was quantitatively increased, though no main effects of group were observed. Most participants adjusted their mathematical models by keeping slightly changing the coefficients/constants to fit the data, rather than applying relevant physics knowledge to revise models, illustrating their difficulties in connecting mathematical representations with actual phenomena. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01