ABSTRACT

Background: Exploring using constructivist learning has become a focus of educational research in recent years. However, no available research has been found which examines the contribution of constructivist learning through the implementation of handheld computers and tablets (in the literature, a constructivist mobile learning environment refers to constructivist learning with the implementation of mobile devices) to student knowledge across cognitive levels, while their opinion on that contribution in biological education in primary schools is as yet unreported.

Purpose: The main aim of this research is to examine the contribution of the Dichotomous Mobile Key (DMK) and the Dichotomous Printed Key (DPK), implemented in the classroom through constructivist learning, to student achievement and the sustainability of the primary school students' biological knowledge about the Systematic and classification of plants at all cognitive levels. The research also analyses students' opinions about the applied dichotomous keys in the constructivist learning process and the correlation between student knowledge and their opinion about the application of the DMK or the DPK.

Design and methods: This research uses a quasi-experimental design and involved 140 eight-grade students from Montenegro assigned to two experimental groups, learning through: 1) the DPK (Group C) and 2) the DMK (Group E).

Results and conclusions: The results indicate that studying using a DMK is more suitable than a DPK for learning botany in primary schools when implementing a constructivist approach. This is because the DMK is better suited to enhancing some elements of certain constructivist approaches, notably eliciting students’ prior knowledge; facilitating exploratory learning; creating cognitive dissonance; and receiving continuous feedback during the entire learning process. The contribution of the DMK is greater than that of the DPK to students’ knowledge and opinions to the contribution of the applied dichotomous key to their knowledge and greater desire to learn about plants.

摘要

背景：近年来，探索使用建构主义学习已成为教育研究的重点。然而，没有发现可利用的研究通过实施手持电脑和平板电脑来检验建构主义学习对跨认知水平的学生知识的贡献（在文献中，建构主义移动学习环境是指通过移动设备实施的建构主义学习） ，而他们对小学生物教育的贡献的看法尚未报告。

目的：本研究的主要目的是检查通过建构主义学习在课堂上实施的二分移动钥匙（DMK）和二分印刷钥匙（DPK）对学生成绩和小学生可持续发展的贡献。 在所有认知水平上对植物进行系统和分类的生物学知识 。该研究还分析了学生对建构主义学习过程中应用二分键的看法，以及学生知识与他们对应用 DMK 或 DPK 的看法之间的相关性。

设计和方法：本研究采用准实验设计，涉及来自黑山的 140 名八年级学生，他们被分配到两个实验组，通过以下方式学习：1）DPK（C 组）和 2）DMK（E 组）。

结果和结论：结果表明，在实施建构主义方法时，使用 DMK 学习比 DPK 更适合在小学学习植物学。这是因为 DMK 更适合增强某些建构主义方法的某些要素，尤其是引出学生的先验知识；促进探索性学习；造成认知失调；并在整个学习过程中不断收到反馈。DMK对学生知识和观点的贡献大于DPK对应用二分法对他们知识的贡献和对植物学习的更大渴望。