Using Smartphones as Experimental Tools-Effects on Interest, Curiosity, and Learning in Physics Education
Using Smartphones as Experimental Tools-Effects on Interest, Curiosity, and Learning in Physics Education
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DOI：
10.1007/s10956-018-9731-7
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发表时间：
2018-10-01
影响因子：
4.4
通讯作者：
Mueller, Andreas
中科院分区：
文献类型：
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作者：
Hochberg, Katrin;Kuhn, Jochen;Mueller, Andreas
智能手机作为实验工具(套装)为科学教育提供了鼓舞人心的可能性，因为它们的内置传感器允许许多不同的测量，但到目前为止，很少有研究这种方法的研究。鉴于目前对其发展的兴趣，似乎有必要通过一项良好控制的研究为SET的潜在影响提供经验证据。在目前的研究中，开发了使用智能手机的加速度传感器来研究经典力学(钟摆)的一个重要主题的实验。采用准实验重复测量设计，包括使用SET的实验组(智能手机组，N(SG)=87)和使用传统实验工具的控制组(CG，N(CG)=67)，以研究其对兴趣、好奇心和学习成绩的影响。此外，还考虑了各种控制变量。通过多元回归分析和单因素方差分析，我们发现对SG(中小效应规模)的兴趣程度明显更高。在研究开始时兴趣不大的学生从实施SET中获益最多。此外，SG表现出更高水平的特定话题好奇心(小效应)。在学习成绩上没有发现差异。这意味着，通常被认为是用科技设备分散学习者注意力的认知劣势并没有导致学习减少，而兴趣和好奇心显然是被培养起来的。此外，这项研究还提供了证据，可以减少与课堂使用智能手机和类似设备相关的潜在担忧(增加认知负荷，仅仅是新奇效应)。总而言之，这项研究为科学课堂中集合使用这一研究不足的主题提供了令人鼓舞的结果。
Smartphones as experimental tools (SETs) offer inspiring possibilities for science education, as their built-in sensors allow many different measurements, but until now, there has been little research that studies this approach. Due to current interest in their development, it seems necessary to provide empirical evidence about potential effects of SETs by a well-controlled study. For the present investigation, experiments were developed that use the smartphones' acceleration sensors to investigate an important topic of classical mechanics (pendulum). A quasi-experimental repeated-measurement design, consisting of an experimental group using SETs (smartphone group, SG, N (SG) = 87) and a control group working with traditional experimental tools (CG, N (CG) = 67), was used to study the effects on interest, curiosity, and learning achievement. Moreover, various control variables were taken into account. With multiple-regression analyses and ANCOVA, we found significantly higher levels of interest in the SG (small to medium effect size). Pupils that were less interested at the beginning of the study profited most from implementing SETs. Moreover, the SG showed higher levels of topic-specific curiosity (small effect size). No differences were found for learning achievement. This means that the often-supposed cognitive disadvantage of distracting learners with technological devices did not lead to reduced learning, whereas interest and curiosity were apparently fostered. Moreover, the study contributes evidence that could reduce potential concerns related to classroom use of smartphones and similar devices (increased cognitive load, mere novelty effect). In sum, the study presents encouraging results for the under-researched topic of SET use in science classrooms.