黃昭銘
宜蘭縣宜蘭市中山國民小學
Email：stanely503@gmail.com
張至文
宜蘭縣宜蘭市中山國民小學
鄭文玄
宜蘭縣宜蘭市中山國民小學
宋順亨
宜蘭縣宜蘭市中山國民小學
汪光懿
宜蘭縣頭城鎮二城國民小學
Abstract
This study explored the effect of mobile learning applying to science learning unit “moon phase.”This curriculum contained 4 periods of class (160 mins). There are four class of 4 th graders (n=88) join this study. These four class were divided inot two groups included experimental group (n=42) andcontrol group (n=46) randomly. The experimental group accepted the designed mobile learning intergrated instruction and the control group accepted traditional instruction without any mobile learning techonolgy. All students took pre-test before formal instruction and post-test after the instruction. An open-enede qustion was used to retrive individual’s concept about moon phase. The test result was categoried into three attributes, includes science concept, alternative concepts and misconception. The finding reveals that the experimental group obtain more science concept than control group significantly (F (1,85)=25.775 p<.00). Moreover, experimental group can reduce more alternative concpet significantly (F (1,85)=14.351 p<.00). In order to explore the effect of two different instructions, pair-t test was applied to the both of groups seperately. Finding reveals that the experiemtal group showed the significant difference in both of science concept and misconception attributes (p<.000).
The finding indicats that the mobile learning integrated instruction can offer multi-function instruction, includes peer learning, real-time assessment, monitoring learning outdcomes and remedial instruction, moreover it could enhance students’ processing of meta-learning and metacognition.
Keywords :science learning, mobile learning, moon phase