Cell Phones Transform a Science Methods Course

Abstract

A science methods instructor intentionally encouraged cell phone use for class work to discover how cell phones can be used as research tools to enhance the content and engage the students. The anecdotal evidence suggested that students who used their smartphones as research tools experienced the science content and pedagogical information associated with the course in a more thoughtful and reflective way than their classmates, providing additional opportunities for metacognition.

Key words:

• cell phone
• mobile phone
• science teaching methods
• smartphone

Acknowledgments

Note: Names in this article have been changed to protect the identities of students.