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Investigating Students’ Conceptions of Technology-Assisted Science Learning: a Drawing Analysis

  • Heng-Yi Yeh
  • Yu-Hsiang Tsai
  • Chin-Chung Tsai
  • Hsin-Yi ChangEmail author
Article
  • 17 Downloads

Abstract

This study investigated high school students’ conceptions of technology-assisted science learning via drawing analysis, and explored how students with different degrees of computer experience and science learning self-efficacy may show different conceptions via their drawings. The participants included 335 senior high school students in Taiwan (179 male and 156 female). All of them were asked by guiding questions to make two drawings to represent their conceptions of technology-assisted science learning in actual and ideal contexts, respectively. Their background information including computer experience and science learning self-efficacy were obtained using self-reported questionnaires. Through drawing analysis, seven categories of conceptions of technology-assisted science learning were identified, including types of technology, location of learning, types of learning activities, content of learning, participants of learning activities, affordance of learning technology, and effects of learning technology. The results further revealed that the students’ conceptions of actual and ideal technology-assisted science learning significantly differed in some sub-categories of all categories except the category of participants of learning activities. Moreover, students’ computer experience and science learning self-efficacy may link to different conceptions of technology-assisted science learning. Future research and directions are also discussed.

Keywords

Drawing Technology-assisted science learning Conception 

Notes

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.National Taiwan University of Science and TechnologyTaipei CityTaiwan
  2. 2.Program of Learning Sciences, School of Learning InformaticsNational Taiwan Normal UniversityTaipei CityTaiwan
  3. 3.Institute for Research Excellence in Learning SciencesNational Taiwan Normal UniversityTaipei CityTaiwan

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