NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1104621
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1049-4820
EISSN: N/A
Using a Mobile Dichotomous Key iPad Application as a Scaffolding Tool in a Museum Setting
Knight, Kathryn; Davies, Randall S.
Interactive Learning Environments, v24 n4 p814-828 2016
This study tested an iPad application using a dichotomous key as a scaffolding tool to help students make more detailed observations as they identified various species of birds on display in a museum of natural science. The Mobile Dichotomous Key (MDK) iPad application was used by groups of fifth- and seventh-grade students. Analysis of the findings suggests that the MDK was equally as effective and in some ways more effective than the educator-led intervention at improving students' scientific observation skills. In general, the scaffolding key in both mobile and educator-led form was found to be more effective for fifth-grade students than for seventh-grade students. In addition, it was found to be effective at improving the level of detail students provided and the number of scientific terms they used, but not at improving the number of valid inferences students made.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A