Mobile inquiry-based learning for sustainability education in secondary schools Effects on knowledge and motivation

被引：2

作者：

Kalz, Marco ^{[1
]}

Firssova, Olga ^{[1
]}

Borner, Dirk ^{[1
]}

Ternier, Stefaan ^{[1
]}

Prinsen, Fleur ^{[1
]}

Rusman, Ellen ^{[1
]}

Drachsler, Hendrik ^{[1
]}

Specht, Marcus ^{[1
]}

机构：

[1] Open Univ Netherlands, Res Ctr Learning Teaching & Technol, Welten Inst, Heerlen, Netherlands

来源：

2014 14TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES (ICALT) | 2014年

关键词：

mobile learning; inquiry-based learning; environmental education; sustainability; implementation; knowledge building;

D O I：

10.1109/ICALT.2014.189

中图分类号：

TP [自动化技术、计算机技术];

学科分类号：

0812 ;

摘要：

This paper reports about experiences and lessons learned from a recently conducted pilot study about sustainability education with mobile inquiry-based learning in a secondary school in the Netherlands. In the pilot study learners were involved in a mobile location-based game that was conducted in reserved time-slots over 5 weeks. Mobile devices of the school and of learners have been combined with a smart-energy meter network to support learning activities covering the full inquiry cycle. Analysis of data collected shows that the implementation was beneficial for learners with a low prior knowledge level and that future designs should take into account gender aspects in the design phase.

引用

页码：644 / 646

页数：3