Mobile inquiry and inquiry-based science learning in higher education: advantages, challenges, and attitudes

İnel Ekici D., Ekici M.

Asia Pacific Education Review, cilt.23, sa.3, ss.427-444, 2022 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 23 Sayı: 3
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1007/s12564-021-09729-2
  • Dergi Adı: Asia Pacific Education Review
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, ERIC (Education Resources Information Center), Psycinfo
  • Sayfa Sayıları: ss.427-444
  • Anahtar Kelimeler: Inquiry-based learning, Mobile learning, Mobile scientific inquiry
  • Uşak Üniversitesi Adresli: Evet

Özet

This exploratory study investigated higher education student experiences on the effects and limitations of mobile inquiry-based and inquiry-based science learning applications. A total of 80 pre-service science and elementary school teachers from a public university in Turkey were recruited in the study using availability sampling. Participants were randomly assigned to one of two groups; one group participated in face-to-face inquiry-based learning (IBL) and the other participated in mobile inquiry-based learning (m-IBL). Data were collected using semi-structured interviews after 6 weeks of inquiry. Three main categories arose from the data analysis: the effects of m-IBL and IBL applications, problems encountered in the applications, and attitudes toward the application process. It was found that both IBL and m-IBL activities contributed to the meaningful learning of the science subjects, an understanding of scientific research, and the development of thinking skills, such as scientific process skills and problem-solving.