Abstract
This study aimed at assessing the learning effects of different ways of integrating digital educational resources in chemistry education. The alternative hypothesis is that digital educational resources contribute more effectively for students’ learning than pen-and-paper consolidation worksheets. A sample of 61 students participated in a pretest-posttest quasi-experimental design with four conditions (control, and three digital-based approaches: outside the classroom individual approach, inside the classroom individual approach, inside the classroom group approach). Three digital educational resources were developed to address three chemistry themes (particle motion, gas pressure, and electric current through a solution). Results revealed that the inside the classroom individual digital-based approach and the outside the classroom individual digital-based approach were more effective in helping students to perform better, thus partially supporting the alternative hypothesis. The study contributed for the progress of the state of the art by drawing our attention to the plethora of phenomena around the use of computer-based technologies in education, in particular, highlighting the need to consider carefully the resources and pedagogical strategies underpinning one-to-one computing.
Keywords
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Collins, A., Halverson, R.: The second educational revolution: rethinking education in the age of technology. J. Comput. Assist. Learn. 26(1), 18–27 (2010)
Tolani-Brown, N., McCormac, M., Zimmermann, R.: An analysis of the research and impact of ICT in education in developing country contexts. J. Edu. Int. Dev. 4(2), 79–90 (2009)
Brown, S.: From VLEs to learning webs: the implications of Web 2.0 for learning and teaching. Interact. Learn. Environ. 18(1), 1–10 (2010)
Chatti, M.A., Jarke, A., Jarke, M., Specht, M., Maillet, K.: PLEM: a web 2.0 driven long tail aggregator and filter for e-learning. Int. J. Web Inf. Syst. 6(1), 5–23 (2010)
Helsper, E.J., Eynon, R.: Digital natives: where is the evidence? Br. Edu. Res. J. 36(3), 503–520 (2010)
Jonassen, D.H.: Computadores, Ferramentas Cognitivas: desenvolver o pensamento crítico nas escolas [Computers, Cogntive Tools: Developing Critical Thinking in Schools]. Porto Editora, Porto (2007)
Rutten, N., van Joolingen, W.R., Veen, J.T.: The learning effects of computer simulations in science education. Comput. Educ. 58, 136–153 (2012)
Zacharia, Z.C.: The impact of interactive computer simulations on the nature and quality of postgraduate science teachers’ explanations in physics. Int. J. Sci. Edu. 27(14), 1741–1767 (2005)
Bajzek, D., Burnette, J., Brown, W.: Building cognitively informed simulators utilizing multiple, linked representations which explain core concepts in modern biology. In: Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 3773–3778 (2005)
Singer, S.R., Hilton, M.L., Schweingruber, H.A.: America’s Lab Report: INVESTIGATIONS in High School Science. National Academies Press, Washington, DC (2005)
Khan, S.: New pedagogies on teaching science with computer simulations. J. Sci. Educ. Technol. 20(3), 215–232 (2011)
Olympiou, G., Zacharias, Z., de Jong, T.: Making the invisivel visible: enhancing students’ conceptual understanding by introducing representations of abstract objects in a simulation. Instr. Sci. 41, 575–596 (2013)
Halim, N.A., Ali, M., Yahaya, N., Haruzuan, M.: Mental model in learning chemical bonding: a preliminary study. Procedia – Soc. Behav. Sci. 97, 224–228 (2013)
Dumon, A., MzoughiKhadhraoui, I.: Teaching chemical change modeling to Tunisian students: an “expanded chemistry triplet” for analyzing teachers’ discourse. Chem. Edu. Res. Pract. 15(1), 70 (2014)
de Jong, O., Taber, K.S.: The many faces of high school chemistry. In: Learderman, N. (ed.) Handbook of Research in Science Education, vol. 2, pp. 457–480. Routledge, New York (2014)
Shin, N., Jonassen, D.H., McGee, S.: Predictors of well-structured and ill-structured problem solving in an astronomy simulation. J. Res. Sci. Teach. 40(1), 6–33 (2003)
Sokolowski, A.: Teaching the photoelectric effect inductively. Phys. Educ. 48(1), 35–41 (2013)
Sarıa, U., Hassanb, A., Güvena, K., Şena, O.: Effects of the 5E teaching model using interactive simulation on achievement and attitude in physics education. Int. J. Innov. Sci. Math. Edu. 25(3), 20–35 (2017)
Hew, K.F., Cheung, W.S.: Use of web 2.0 technologies in K-12 and higher education: the search for evidence-based practice. Edu. Res. Rev. 9, 47–64 (2013)
Paiva, J.C., Costa, L.: Exploration guides as a strategy to improve the effectiveness of educational software in chemistry. J. Chem. Educ. 87(6), 589–591 (2010)
Dillenbourg, P.: What do you mean by collaborative learning? In: Dillenbourg, P. (ed.) Collaborative-Learning: Cognitive and Computational Approaches, pp. 1–19. Elsevier, Oxford (1999)
Cicconi, M.: Vygotsky meets technology: a reinvention of collaboration in the early childhood mathematics classroom. Early Child. Educ. J. 42(1), 57–65 (2014)
Cooper, H., Robinson, J., Patall, E.: Does homework improve academic achievement? A synthesis of research, 1987–2003. Rev. Edu. Res. 76(1), 1–62 (2006)
Zimmerman, B.J., Kitsantas, A.: Homework practices and academic achievement: the mediating role of self-efficacy and perceived responsibility beliefs. Contemp. Educ. Psychol. 30, 397–417 (2005)
Morais, C.: Produção, implmentação e avaliação de recursos educativos digitais para o ensino da química no 3.º ciclo do ensino básico [Production, Implementation and assessment of digital education resources for Chemistry teaching at the Secondary level]. Ph.D., dissertation. Faculdade de Ciências da Universidade do Porto (2011)
Paiva, J.C., Morais, C., Moreira, L.: Multimédia no ensino das ciências: cinco anos de investigação e ensino em Portugal [Multimedia in Science Teaching: Five Years of Research and Teaching in Portugal]. Fundação Francisco Manuel dos Santos, Lisboa (2015)
Paiva, J.C., Morais, C., Moreira, L.: Multimedia in science teaching: pedagogical designs and research options in the Portuguese education between 2010–2014. In: Chova, L.G., Martínez, A.L., Torres, I.C. (eds.) Proceedings of EDULEARN16 Conference, pp. 7690–7698. IATED, Barcelona (2016)
Bennett, S., Maton, K., Kervin, L.: The ‘digital natives’ debate: a critical review of the evidence. Br. J. Edu. Technol. 39(5), 775–786 (2008)
Wallace, R.M.: A framework for understanding teaching with the internet. Am. Educ. Res. J. 41(2), 447–488 (2004)
Kolikant, Y.B.-D.: Using ICT for school purposes: is there a student school disconnect? Comput. Educ. 59, 907–914 (2012)
Mota, J., Morais, C., Paiva, J.C., Moreira, L.: mSciences: an affinity space for science teacher. Eur. J. Contemp. Edu. 6(3), 401–413 (2017)
Boon, M., Knuuttila, T.: Models as epistemic tools in engineering sciences: a pragmatic approach. In: Meijers, A. (ed.) Handbook of the Philosophy of Science, vol. 9, pp. 687–720. Elsevier, Amsterdam (2008)
Acknowledgments
Luciano Moreira is supported by the Fundação para a Ciência e a Tecnologia (Grant PD/BD/114152/2015).
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this paper
Cite this paper
Morais, C., Paiva, J.C., Moreira, L. (2019). Learning Effects of Different Digital-Based Approaches in Chemistry: A Quasi-experimental Assessment. In: Tsitouridou, M., A. Diniz, J., Mikropoulos, T. (eds) Technology and Innovation in Learning, Teaching and Education. TECH-EDU 2018. Communications in Computer and Information Science, vol 993. Springer, Cham. https://doi.org/10.1007/978-3-030-20954-4_20
Download citation
DOI: https://doi.org/10.1007/978-3-030-20954-4_20
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-20953-7
Online ISBN: 978-3-030-20954-4
eBook Packages: Computer ScienceComputer Science (R0)