The use of mobile devices as means of data collection in supporting elementary school students’ conceptual understanding about plants

ABSTRACT

The purpose of this study was to examine the impact of mobile learning among young learners. Specifically, we investigated whether the use of mobile devices for data collection during field trips outside the classroom could enhance fourth graders’ learning about the parts of the flower and their functions, flower pollinators and the process of pollination/fertilization, and the interrelationship between animals and plants, more than students’ use of traditional means of data collection. For this purpose, we designed a pre–post experimental design study with two conditions: one in which participants used a mobile device for data collection and another using traditional means (e.g. sketching and note-taking). The sample comprised 48 fourth graders (24 in each condition), who studied the flower, its parts, and their functions. A conceptual test was administered to assess students’ understanding before and after instruction. Moreover, the students’ science notebooks and accompanying artifacts were used as a data source for examining students’ progress during the study's intervention. The conceptual test and notebook data were analyzed statistically, whereas we used open coding for the artifacts. Findings revealed that using mobile devices for data collection enhanced students’ conceptual understanding more than using traditional means of data collection.

KEYWORDS:

• Mobile devices
• elementary school
• plant biology
• conceptual understanding

Notes on contributors

Zacharias C. Zacharia is an Associate Professor of Science Education in the Department of Educational Sciences at the University of Cyprus and director of the Research in Science and Technology Education Group. His research interests focus on the implementation of computer-supported inquiry learning in science education.

Charalambia Lazaridou is a Ph.D. candidate in the Department of Educational Sciences at the University of Cyprus. Her research interests focus on enhancing students’ conceptual understanding and inquiry skills through the use of mobile learning devices.

Lucy Avraamidou is an Associate Professor of Science Education in the Department of Education at the University of Nicosia. Her research is associated with theoretical and empirical explorations of what it means to teach and understand science in both formal and informal science learning environments.