A Study on the Use of Information Technology to Enhance High School Students’ Science Learning
Article Sidebar
Main Article Content
Abstract
The major purpose of this study was to investigate the learning outcomes of using information technology in high school students’ science learning. A total of 31 high school students participated in this study. During the teaching and learning processes, students were guided to explore the topics of information technology and Earth science, with students instructed to operate a 3D imaging technology system in their Earth science learning. This study searched both quantitative and qualitative data as the sources for the analyses. A research instrument was used, namely a learning questionnaire (four-point Likert-type scale), to gather students’ feedback on using information technology and the 3D imaging technology system. In addition, a rubric was used to evaluate the students’ mineral and rock projects. The data underwent frequency and t-tests, and indicated that the integration of information technology into Earth science learning promotes students’ learning outcomes. According to the rubric assessment results, the presentation of minerals and rocks in the students’ projects fully represented the students’ understanding of minerals and rocks and showed how they had introduced 3D photographic techniques into their projects. Therefore, it can be concluded that the teaching and application of 3D photography is beneficial for improving Earth science learning and the information technology literacy of high school students.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Allison, D. (2005). Identification of minerals. Science Scope, 29(2), 24-29.
Barrow, L., & Haskins, S. (1996). Earthquake knowledge and experiences of introductory geology students. Journal of College Science Teaching, 26(2), 143-146.
Bereki, D. (2000). Teaching the rock cycle with ease. CSTA Journal, Winter, 32-34.
Chen, Y., & Hsiao, J. (2013). A study of children’s initial conceptions of the Earth. Research and Development in Science Education qualterly, 66, 25-52.
Chiu, M., Hou, C., & Tang, G. (1997). A study of rock classification by high school students. Educational Research and Information, 5(2), 93-104.
Dal, B. (2005). The initial concept of fifth graduate Turkish’s students related to earthquakes. European Journal of Geography, 326, 1-17.
Dal, B. (2007). How do we help students build beliefs that allow them to avoid critical learning barriers. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 251-269.
Dal, B. (2009). An investigation into the understanding of earth sciences among students teachers. Educational Sciences: Theory & Practice, 9(2), 597-606.
Dove, J. E. (1997). Student ideas about weathering and erosion. International Journal of Science Education, 19(8), 971-980.
Dove, J. E. (1998). Students’ alternative conceptions in earth science: A review of research and implications for teaching and learning. Research Papers in Education, 13, 183-201.
Ford, D. J. (2005). The challenges of observing geologically: Third graders’ descriptions of rock and mineral properties. Science Education, 89(2), 276-295.
Gibson, B. O. (2001). The building blocks of geology. Science and Children, 39(1), 38-41.
Ho, R. (2012). Educational technology: A brief retrospect and prospect in Taiwan. Taiwan Education Review, 674, 41-47.
Huang, T. (2013). Problem-solving approach to the analysis of development principals for information technology integrated with teaching. Journal of Education Research, 236, 57-71.
Jiang, M. (1993). Elementary students’ understanding about earth science. Journal of Tainan College of Education, 26, 193-219.
Jiang, M. (1997). Elementary students’ alternative conceptions about earth system and their conceptual change. Journal of Tainan Teachers College, 30, 217-244.
Kali, Y., & Orion, N. (1996). Spatial abilities of high-school students in the perception of geologic structures. Journal of Research in Science Teaching, 33(4), 369-391.
Kali, Y., Orion, N., & Eylon, B. S. (2003). The effect of knowledge integration activities on students’ perceptions of the earth’s crust as a cyclic system. Journal of Research in Science Teaching, 40(6), 545-565.
King, C. (2008). Geoscience education: An overview. Studies in Science Education, 44(2), 187-222.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2007). Implementing the four levels: A practical guide for effective evaluation of training programs. San Francisco: Berrett-Koehler Publishers.
Kusnick, J. (2002). Growing pebbles and conceptual prisms - Understanding the source of student misconceptions about rock formation. Journal of Geoscience Education, 50(1), 31-39.
Lai, C. (2010). A narrative inquiry of in-service teachers’ professional development on geology. Science Education Monthly, 327, 2-22.
Lai, C. (2014). E-commerce digital learning by commercial vocational students in Taiwan. The Journal of Human Resource and Adult Learning, 10(1), 43-50.
Lai, C. (2015a). A study on using hands-on science inquiries to promote the geology learning of preservice teachers. Journal of Education in Science, Environment and Health, 1(1), 1-9.
Lai, C. (2015b). Using three-dimentional image technology to enhance students’ learning. The Journal of Human Resource and Adult Learning, 11(2), 34-44.
Lai, C., & Wu, C. (2005). The study of hands-on astronomical instruction and learning on elementary school students. Journal of National Taipei Teachers College, 18(1), 59-86.
Lan, S., & Chung, S. (2008). The study of modeling and layout on the effects of stereoscopic scenes in 3D computer animation. Minghsin Journal, 34(2), 117-132.
Marques, L., & Thompson, D. (1997). Misconceptions and conceptual changes concerning continental drift and plate tectonics among Portuguese students aged 16-17. Research in Science and Technological Education, 15(2), 195-222.
Rutin, J., & Sofer, S. (2007). Israeli students’ awareness of earthquakes and their expected behaviour in the event of an earthquake. School Science Review, 88, 57-62.
Semken, S., & Freeman, C. B. (2008). Sense of place in the practice and assessment of place-based science teaching. Science Education, 92(6), 1042-1057.
Sharp, J. G., Mackintosh, M. A. P., & Seedhouse, P. (1995). Some comments on children’s ideas about earth structure, volcanoes, earthquakes and plates. Teaching Earth Sciences, 20(1), 28-30.
Sneider, C. I., & Ohadi, M. (1998). Unraveling students’ misconceptions about the Earth’s shape and gravity. Science Education, 82(2), 265-284.
Trend, R. D. (1998). An investigation into understanding of geological time among 10 and 11 years old children. International Journal of Science Education, 20(8), 973-988.
Trend, R. D. (2000). Conceptions of geological time among primary teacher trainees, with reference to their engagement with geoscience, history and science. International Journal of Science Education, 22(5), 539-555.
Trend, R. D. (2001). Deep time framework: A preliminary study of U.K. primary teachers' conceptions of geological time and perceptions of geoscience. Journal of Research in Science Teaching, 38(2), 191-221.
Veal, W. R., & Chandler, A. T. (2008). Science sampler: The use of stations to develop inquiry skills and content for rock hounds. Science Scope, 32(1), 54-57.
Wellner, K. (1997). Modeling geology formations. Science Scope, 20(8), 34-35.
Zen, E. (2001). What is deep time and why should anyone care? Journal of Geoscience Education, 49(1), 5-9.