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A scoping review of the relationship between students’ ICT and performance in mathematics and science in the PISA data
Social Psychology of Education ( IF 2.614 ) Pub Date : 2020-09-29 , DOI: 10.1007/s11218-020-09591-x
Bryce Odell , Maria Cutumisu , Mark Gierl

This scoping literature review examines the relationship between ICT and performance scores in mathematics and science for students around the world included in the PISA assessment. In this review we examined 25 publications and showed that the relationship between ICT and academic achievement is not consistent. The different types of ICT revealed different relationships with performance, depending on the subject and country of the students being examined. Although there is a lack of overall consensus, it seems that moderate use, rather than high or no use of ICT, can positively predict academic scores. Although autonomy, interest, and use of ICT as a topic in conversations have been less scrutinized by researchers, they seem to positively predict both mathematics and science scores in 15-year-old students. Implications, limitations, and recommendations are discussed.

中文翻译:

在PISA数据中对学生的ICT与数学和科学成绩之间的关系进行范围界定的回顾

这份范围广泛的文献综述考察了PISA评估中针对全球学生的ICT与数学和科学成绩得分之间的关​​系。在这次审查中,我们检查了25种出版物,并表明ICT与学术成就之间的关系不一致。信息通信技术的不同类型揭示了与绩效的不同关系,具体取决于所考生的科目和所在国家。尽管缺乏总体共识,但似乎可以认为,适度使用信息技术而不是高使用或不使用ICT技术可以积极地预测学术成绩。尽管研究人员很少讨论自主性,兴趣和将ICT用作对话中的话题,但他们似乎可以积极预测15岁学生的数学和科学成绩。含义,局限性,
更新日期:2020-09-29
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