An Investigation into Digital Technology Assisted Science Learning of Secondary School Age Learners Outside of Formal Teaching Contexts.

Digital learning resources are commonly employed to support learning in out-of-class contexts, either as a complement to the learning in formal classrooms or as an alternative that can be used by learners to pursue personal learning goals. However, often existing research studies lack a strong conceptual underpinning in terms of pedagogic theory. This study identified a significant gap in the literature concerning children’s use of digital technology to support science learning outside of the classroom. In order to develop a framework for further research in this area, this research adopted a multiple case study design using semi-structured interviews and observations as data collection methods. In particular, seven Year 9 students (13-14 years old) studying at a secondary school in Cambridge, UK were studied. I built a synthesis from theoretical perspectives regarding metacognition, learning motivation, and the experience of using digital technology in out-of-class science learning contexts. This thesis considered the characteristics of digital learning resources available for facilitating self-directed learning of science in out-of-class contexts. A sociocultural framework was followed, and the key findings are summarised as follows: 1) The present research, whilst being generally consistent with previous studies regarding the identification of motivational factors, found that intrinsic motivation (sometimes being overlooked or minimised in earlier work) played an important part in learners’ science learning; 2) user interface (UI), all-in-one features of digital technology, simulation and alternative learning experience were factors that influenced the learning motivation of secondary school-age learners when learning science with digital technology; 3) learners actively chose a number of apps and web-based platforms when engaging in science learning in out-of-class contexts, and they creatively used these tools for curriculum-related activities and satisfying personal interest; 4) a learner’s choice of learning resources was informed by their metacognitive sophistication; 5) Despite the fact that the home has been considered as the most common site where out-of-class learning takes place, this specific context remains relatively under-researched as relatively more attention had been paid to the study of science learning in the contexts of museums and field-trips; the empirical data from the present study suggested that learning in out-of-class contexts (especially at home) played an important role in science learning. The mission of the present research was to provide alternative insights for parents, teachers and researchers to understand digital technology-mediated science learning in out-of-class contexts from the perspective of learners, and inform the design and development of digital technology based on sociocultural theories.

Name dc:type.qualificationname

Doctor of Philosophy (PhD)

Level dc:type.qualificationlevel

Doctoral

Grantor dc:publisher.institution

University of Cambridge

Year dc:date.issued

2021

Author dc:creator

• Li, Xinyue

Advisor dc:contributor.advisor

• Taber, Keith

• Digital Technology Assisted Learning
• STEM Education
• Science Learning
• Metacognition
• Scaffolding Learning
• Zone of Proximal Development
• Self-directed Learning
• Learning in Out-of-class Contexts
• Effective e-Learning

Licence

• https://www.rioxx.net/licenses/all-rights-reserved/

Language dc:language

eng

DOI dc:identifier.doi

https://doi.org/10.17863/CAM.90161

OAI identifier oai:identifier

oai:www.repository.cam.ac.uk:1810/342747