Asakle Shadi, Barak Miri
Faculty of Education in Science and Technology, Technion-Israel Institute of Technology, 320003 Haifa, Israel.
The University of Oxford, Department of Education, Oxford, OX2 6PY UK.
J Sci Educ Technol. 2022;31(4):403-413. doi: 10.1007/s10956-022-09963-2. Epub 2022 Apr 26.
Location -based learning refers to place-based education conducted online with the use of geographic information systems and mobile devices; with the shift to distance learning, its integration in science education warrants careful evaluation. The goal of this study was to examine the effect of location-based learning on students' understanding of Newton's laws of motion and to characterize the learning outcomes. The participants were 373 eighth-grade students, divided into two groups: control ( = 167) - teacher-centered, textbook-oriented instruction - and experimental ( = 206) - student-centered, location-based learning. The study applied a quasi-experimental research design, within a framework of a mixed-methods approach, in which data were collected through pre- and post-questionnaires and the analysis of students' learning outcomes. The findings indicated a significant positive effect for the location-based learning approach on students' ability to generate and answer science-related questions, provide reasoned explanations, and connect scientific topics to daily life. Significant relationships were indicated between students' ability to generate questions and their ability to provide reasoned explanations. The study points to the importance of engaging students in location-based learning and in the process of generating science-related questions, information points on a digital map, and multimedia features.
基于位置的学习是指利用地理信息系统和移动设备在网上开展的基于地点的教育；随着向远程学习的转变，其在科学教育中的整合值得仔细评估。本研究的目的是检验基于位置的学习对学生理解牛顿运动定律的影响，并描述学习成果。参与者为373名八年级学生，分为两组：对照组（n = 167）——以教师为中心、以教科书为导向的教学——和实验组（n = 206）——以学生为中心、基于位置的学习。本研究采用了准实验研究设计，在混合方法的框架内，通过前后调查问卷和对学生学习成果的分析来收集数据。研究结果表明，基于位置的学习方法对学生提出和回答与科学相关问题、提供合理的解释以及将科学主题与日常生活联系起来的能力有显著的积极影响。学生提出问题的能力与其提供合理的解释的能力之间存在显著关系。该研究指出了让学生参与基于位置的学习以及提出与科学相关问题、数字地图上的信息点和多媒体特征的过程的重要性。
