You are here:

Drawing Analysis of High School Students’ Conception of Technology-Assisted Science Learning, and Its Relation to Conception of Science Learning
PROCEEDING

, , , National Taiwan University of Science and Technology, Taiwan ; , , National Taiwan Normal University, Taiwan

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study aimed to investigate high school students’ conceptions of technology-assisted science learning by analyzing their drawings, and to explore their relations with their conceptions of science learning. The participants included 335 senior high school students in Taiwan (179 male and 156 female). All of them were asked to make two drawings to represent their actual experience and idealized conceptions of technology-assisted science learning according to guiding questions. Their conceptions of science learning were then obtained by self-reported questionnaire. Through drawing analysis, seven categories of conceptions of technology-assisted science learning were identified. The findings indicated that the aspects of technology-assisted science learning significantly differed between students’ actual experience and their idealized conceptions. Moreover, this study further shows how students’ actual experience and their idealized conceptions of technology-assisted science learning may link to different conceptions of science learning.

Citation

Yeh, H.Y., Tsai, Y.H., Chang, H.Y., Tsai, C.C. & Lee, M.H. (2018). Drawing Analysis of High School Students’ Conception of Technology-Assisted Science Learning, and Its Relation to Conception of Science Learning. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 326-332). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2019 from .

View References & Citations Map

References

  1. Brown, G.T., & Wang, Z. (2013). Illustrating assessment: How Hong Kong university students conceive of the purposes of assessment. Studies in Higher Education, 38(7), 1037-1057.
  2. Dalacosta, K., Kamariotaki-Paparrigopoulou, M., Palyvos, J.A., & Spyrellis, N. (2009). Multimedia application with animated cartoons for teaching science in elementary education. Computers& Education, 52(4), 741-748.
  3. Entwistle, N.J., & Peterson, E.R. (2004). Conceptions of learning and knowledge in higher education: relationships with study behaviour and influences of learning environments. International Journal of Educational Research, 41, 407-428.
  4. Hsieh, W.M., & Tsai, C.C. (2017). Exploring students’ conceptions of science learning via drawing: across-sectional analysis. International Journal of Science Education, 39(3), 274-298.
  5. Lee, M.H., Johanson, R.E., & Tsai, C.C. (2008). Exploring Taiwanese high school students' conceptions of and approaches to learning science through a structuralequation modeling analysis. Science Education, 92(2), 191-220.
  6. Miller, L.M., Chang, C.I., Wang, S., Beier, M.E., & Klisch, Y. (2011). Learning andmotivational impacts of a multimedia science game. Computers& Education, 57(1), 1425-1433.
  7. Tsai, C.-C. (2009). Conceptions of learning versus conceptions of web-based learning: The differences revealed by college students. Computers& Education, 53, 1092-1103.
  8. Wang, H.Y., & Tsai, C.C. (2012). An Exploration of Elementary School Students' Conceptions of Learning: A Drawing Analysis. Asia-Pacific Education Researcher (De La Salle University Manila), 21(3).
  9. Yang, Y.F., & Tsai, C.C. (2010). Conceptions of and approaches to learning throughonline peer assessment. Learning and Instruction, 20(1), 72-83.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

Slides