Chao-Ming Huang*｜Jhong-Shan Elementary School, Yilan｜stanely503@gmail.com
Chi-Wen Chang｜Jhong-Shan Elementary School, Yilan
Wen-Hsuan Cheng｜Jhong-Shan Elementary School, Yilan
Kuang-Yi Wang｜Jhong-Shan Elementary School, Yilan
*Corresponding author
▌Abstract
This study explored the effect of mobile learning applied to science learning activity “moon phase.”This curriculum contained 4 periods of class (160 mins). There were four classes of 4th graders (n=88) joined this study. These four classes were divided into two groups included experimental group (n=42) and control group (n=46) randomly. The experimental group accepted the designed mobile learning integrated instruction and the control group accepted traditional instruction without any mobile learning technology. All students took pre-test before formal instruction and post-test after the instruction. An open-ended question was used to retrieve individual’s concept about moon phase. The performance of tests were categorized into three attributes, includes science concepts, alternative concepts and misconception. The ANCOVA finding revealed that the experimental group obtained more science concept than control group significantly. Moreover, experimental group reduced more alternative concept significantly. In order to explore the effect of two different instructions, pair-t test was applied to the both of groups separately. Finding revealed that the experimental group showed the significant difference in both of science concept and misconception. The finding indicates that the mobile learning integrated instruction might offer multi-function instruction, includes peer learning, real-time assessment, monitoring learning outcomes and remedial instruction, moreover it could enhance students’ processing of meta-learning and metacognition.
Keywords: Science Learning, Mobile Learning, Moon Phase