Internet-based science learning: A review of journal publications

Silvia Wen-Yu Lee, Chin Chung Tsai, Ying Tien Wu, Meng Jung Tsai, Tzu Chien Liu, Fu Kwun Hwang, Chih Hung Lai, Jyh Chong Liang, Huang Ching Wu, Chun Yen Chang

研究成果: Review article同行評審

49 引文 斯高帕斯(Scopus)

摘要

Internet-based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty-five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet-based science learning, such as demographic background, prior knowledge, and self-efficacy; and (2) the learning outcomes derived from Internet-based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet-based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet-based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet-based learning environment itself is still quite. crucial in Internet-based science learning. Recommendations for future research related to the effects of Internet-based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested.

原文English
頁(從 - 到)1893-1925
頁數33
期刊International Journal of Science Education
33
發行號14
DOIs
出版狀態Published - 2011 九月 1

All Science Journal Classification (ASJC) codes

  • Education

指紋 深入研究「Internet-based science learning: A review of journal publications」主題。共同形成了獨特的指紋。

引用此