Mobile Learning in Science: A Study in Secondary Education in Greece
Keywords
Mobile Learning
Mobile Technology
Mobile Devices
Science
Greece
Secondary Education
Learning Activities
Secondary/High School
Publication details
| Year: | 2019 |
| DOI: | 10.4236/ce.2019.106096 |
| Issued: | 2019 |
| Language: | English |
| Volume: | 10 |
| Issue: | 06 |
| Start Page: | 1271 |
| End Page: | 1284 |
| Editors: | |
| Authors: | Nikolopoulou K.; Kousloglou M. |
| Type: | Journal article |
| Journal: | Creative Education |
| Publisher: | Scientific Research Publishing, Inc. |
| Topics: | Learning; Digital and socio-cultural environment; Literacy and skills |
| Sample: | The researchers examined four different Mobilie Learning Activities in secondary science classes. Here are presented the activities and the sample for each one Activity: Measuring with Accuracy the Time with Mobile Phones The participants were 78 students aged 12 - 13 years old (attending the 1st year of secondary school), and the activity was implemented during the academic year 2018-2019. (Nikolopoulou & Kousloglou 2019: 1277) Studying the Average Speed Using Mobile Phones and Tablets The experimental process took place at the beginning of the academic year 2018-19. The participants were 90 students aged 13 - 14 years old (2nd year of secondary school). (Nikolopoulou & Kouslogou 2019: 1277) Studying the Induction Electrification with Virtual Lab Participants were 90 students aged 14 - 15 years old (3rd year of secondary school), who studied the induction electrification (within the unit of electricity) with the use of virtual lab. (Nikolopoulou & Kouslogou 2019: 1278) Studying the Electrical Charge within the Atom, with Augmented Reality and Virtual Labs Participants were the same 90 students aged 14 - 15 years old (3rd year of secondary school), as in the previous example. (Nikolopoulou & Kousloglou 2019: 1279) |
| Implications For Parents About: | Parental practices / parental mediation |
| Implications For Educators About: | School innovation; Professional development; STEM Education |
| Implications For Policy Makers About: | Stepping up awareness and empowerment |
Abstract
Mobile technology can facilitate students’ learning in anytime, anywhere. Different tools can be used to support science learning, while mobile devices with internet access can facilitate students’ online investigations of simulations, video and virtual labs. However, there are few studies that reported mobile supported science activities and this topic is not covered within the Greek context. This paper presents a small scale study from Greece, with examples of mobile technology-supported learning activities in science lessons (in secondary schools). In parallel, it discusses studies on science learning with mobile technology and presents the context of mobile learning in Greece. Implications for educational policy makers, teachers and students are finally discussed.
Outcome
The results of the small scale study in the Greek context were in some agreement with earlier research which indicated that mobile technology use enhances students’ interest/motivation (Zhai et al., 2018; Chang & Hwang, 2019), positive reactions (Silva et al., 2018) and collaboration (Fu & Hwang, 2018). (Nikolopoulou & Kousloglou 2019: 1280)