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Analysing user reviews of inquiry-based learning apps in science education
Computers & Education ( IF 12.0 ) Pub Date : 2021-01-01 , DOI: 10.1016/j.compedu.2020.104119
Caihua Liu , Muneera Bano , Didar Zowghi , Matthew Kearney

The science education community is increasingly valuing the use of mobile apps in inquiry-based learning (IBL) to improve learner’ attitudes and their understanding of science concepts. Although there exists a body of research on mobile apps used for IBL in science education, limited attention has been paid to linking apps' features with their pedagogical affordances. Our study addresses this research gap by evaluating science mobile learning apps with respect to IBL pedagogy. Nine functional features of apps that support educational aspects of inquiry-based pedagogy are identified from user reviews, including: fingertip interaction, graphics visualisation, informative materials, location-based services, offline access, search by question, timeline scrolling, user tutorials, and zoom control. The information contained in the version history of the apps is analysed and four educational aspects of IBL supported by the nine functional features are identified as: motivation, conceptualisation, exploration, and conclusion. We have further compared the evolution of the functional features of apps to the educational aspects of inquiry-based pedagogy identified from different versions of apps. The findings of this study show the trend of updated functional features that support IBL and inform practitioners seeking to improve their use of mobile apps to support students' learning in science. We conclude by proposing areas of future research in this field.



中文翻译:

分析科学教育中基于查询的学习应用程序的用户评论

科学教育界越来越重视在基于查询的学习(IBL)中使用移动应用程序,以提高学习者的态度和对科学概念的理解。尽管针对科学教育中用于IBL的移动应用程序已有大量研究,但对将应用程序的功能与其教学能力相关联的关注很少。我们的研究通过评估有关IBL教学法的科学移动学习应用程序来弥补这一研究差距。从用户评论中识别出支持基于查询的教学法教育方面的应用程序的九个功能,包括:指尖交互,图形可视化,信息材料,基于位置的服务,脱机访问,按问题搜索,时间轴滚动,用户教程和缩放控制。分析了应用程序版本历史中包含的信息,并确定了由九种功能特性支持的IBL的四个教育方面:动机,概念化,探索和结论。我们进一步将应用程序功能的演变与从不同版本的应用程序中发现的基于查询的教学法的教育方面进行了比较。这项研究的结果显示了支持IBL的功能更新的趋势,并向试图改善移动应用程序使用以支持学生科学学习的从业者提供了信息。最后,我们提出了该领域的未来研究领域。我们进一步将应用程序功能的演变与从不同版本的应用程序中发现的基于查询的教学法的教育方面进行了比较。这项研究的结果显示了支持IBL的功能更新的趋势,并向试图改善移动应用程序使用以支持学生科学学习的实践者提供了信息。最后,我们提出了该领域的未来研究领域。我们进一步将应用程序功能的演变与从不同版本的应用程序中发现的基于查询的教学法的教育方面进行了比较。这项研究的结果显示了支持IBL的功能更新的趋势,并向试图改善移动应用程序使用以支持学生科学学习的从业者提供了信息。最后,我们提出了该领域的未来研究领域。

更新日期:2021-01-10
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