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dc.contributor.authorLiu, Tzu-Chienen_US
dc.contributor.authorPeng, Hsinyien_US
dc.contributor.authorWu, Wen-Hsuanen_US
dc.contributor.authorLin, Ming-Shengen_US
dc.date.accessioned2014-12-08T15:20:00Z-
dc.date.available2014-12-08T15:20:00Z-
dc.date.issued2009-10-01en_US
dc.identifier.issn1436-4522en_US
dc.identifier.urihttp://hdl.handle.net/11536/14168-
dc.description.abstractThis study has three major purposes, including designing mobile natural-science learning activities that rest on the 5E Learning Cycle, examining the effects of these learning activities on students' performances of learning aquatic plants, and exploring students' perceptions toward these learning activities. A case-study method is utilized and the science club with 46 fourth-grade students is selected as the study case in the study. Besides, a set of quantitative and qualitative data were collected from the case to document the learning effects of and the students' perceptions of the learning activities, and to discuss factors underlying these effects and students' perceptions. The results indicate that the learning activities can enhance students' scientific performances, including both knowledge and understanding levels. Students' perceptions of these learning activities appear to be positive. The study identifies two factors that are prominent in the positive effects: students' engaging in "mobile-technology supported" observation during their scientific inquiry; and students' engaging in "mobile-technology supported" manipulation during their scientific inquiry. Finally, the conclusions that our study has drawn could constitute a useful guide for educational practitioners concerned with the potentials of mobile computing in school settings.en_US
dc.language.isoen_USen_US
dc.subject5E learning cycleen_US
dc.subjectMobile learningen_US
dc.subjectNatural science learningen_US
dc.subjectCase studyen_US
dc.titleThe Effects of Mobile Natural-science Learning Based on the 5E Learning Cycle: A Case Studyen_US
dc.typeArticleen_US
dc.identifier.journalEDUCATIONAL TECHNOLOGY & SOCIETYen_US
dc.citation.volume12en_US
dc.citation.issue4en_US
dc.citation.spage344en_US
dc.citation.epage358en_US
dc.contributor.department教育研究所zh_TW
dc.contributor.departmentInstitute of Educationen_US
dc.identifier.wosnumberWOS:000271028400028-
dc.citation.woscount24-
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