Development and validation of a social media and science learning survey
Development and validation of a social media and science learning survey
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社交媒体和科学学习调查的开发和验证
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Wendy Nielsen
中科院分区：
文献类型：
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作者：
Rachel F. Moll;Wendy Nielsen
本研究的目的是描述一项调查的发展和验证，该调查旨在研究理科生的社交媒体学习行为。对“数字原生代”的批评，本质上是需要更好地理解当前这一代学习者在社交媒体上的学习实践。这项调查可以帮助我们了解学生是如何使用社交媒体来学习科学的。调查的发展遵循归纳方法[Brinkman， 2013]。定性访谈。牛津的电子书;Mansourian, 2006年。在LIS研究中运用扎根理论。《新图书馆世界》，107(9/10),386-402；Strauss & Corbin, 1998。定性研究基础：扎根理论、程序和技术（第2版）。Newbury Park, CA: Sage]，在那里，调查设计是根据与中学和中学以上物理学生的焦点小组的结果进行的，调查在两个管理和验证访谈周期后反复修改。社会媒体和科学学习调查的最终版本可以被教育工作者和研究人员用来了解如何利用社会媒体工具来促进学习，并利用这些知识来构建建议和方法，将这些工具整合到基于课堂的环境中。
ABSTRACT The purpose of this study is to describe the development and validation of a survey that examines science students’ social media learning behaviours. Inherent in critiques regarding ‘digital natives’ is a need to better understand what the current generation of learners actually do in their social media practices for learning. The survey can help us understand how students actually use social media for learning science. Survey development followed an inductive approach [Brinkman, 2013. Qualitative interviewing. Oxford ebook; Mansourian, 2006. Adoption of grounded theory in LIS research. New Library World, 107(9/10), 386–402; Strauss & Corbin, 1998. Basics of qualitative research: Grounded theory procedures and technique (2nd ed.). Newbury Park, CA: Sage], where survey design was informed by results of focus groups with secondary and post-secondary physics students and the survey was iteratively revised after two cycles of administration and validation interviews. The final version of the Social Media and Science Learning Survey can be used by educators and researchers to understand how social media tools can be leveraged in order to allow learning to emerge and to use this knowledge to frame recommendations and methods for integrating these tools into classroom-based environments.
影响因子：
5
作者：
Clark, W.;Logan, K.;Oliver, M.
通讯作者：
Oliver, M.
影响因子：
12
作者：
Jones, Chris;Ramanau, Ruslan;Healing, Graham
通讯作者：
Healing, Graham