| Summary: | 碩士 === 臺北市立師範學院 === 科學教育研究所 === 94 === Abstract
There are three main purposes in this research. The first purpose is to investigate the process of teachers and students conducting mobile learning based on Eco-education garden learning cycle strategy. The second purpose is to evaluate the effects of mobile learning in the aspect of students’ concepts of aquatic plants. The third purpose is to understand students’ feedbacks and opinions about Mobile learning based on Eco-education garden learning cycle strategy.
This research was conducted with an after-school club which lasted for a semester. Qualitative methods were applied in this research with the help of quantitative analysis. In addition, the research subjects were forty-six forth-graders in a primary school in Taipei.
Eco-education garden, wireless technical environment, and eco-education garden websites were used as qualitative instruments, and various data such as teaching journals, students’ journals, students’ website tracking records, questionnaires, interviews and on-site observations were also collected during the research process for cross comparison and analysis. Moreover, the results of pre- and post-achievement assessments of aquatic plants were used as quantitative research instruments.
As a result, four major findings were provided in this research. Firstly, tablet Personal Computers (tablet PCs) could promote students’ learning motivations, but technical problems such as not being able to connect to the wireless Internet could happen frequently. Counteractions for technical problems during the on-going activities will be provided in this research. Secondly, students had high interests in using tablet PCs and observing aquatic plants in the Eco-education garden, and they also felt that mobile learning could promote autonomy and offered them a higher sense of achievement. In addition, friendship was strengthened through group cooperations and interactions. Also, students could learn in a free environment because they were not restricted in their classroom. Thirdly, the comparison of the results of aquatic plants’ pre- and post-achievement assessments showed that the post-achievement assessment was better than pre-achievement assessment. According to the comparison result, it appeared that mobile learning based on Eco-education garden learning cycle strategy could enhance students’ cognitive concepts of aquatic plants and broaden their knowledge of aquatic plants in the Eco-education garden. Fourthly, because mobile learning based on Eco-education garden learning cycle strategy was favored by students, it not only broadened students’ knowledge of recognizing and distinguishing aquatic plants but also enhanced their computer skills.
Finally, relevant discussions and recommendations for further research were provided according to the above findings.
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