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Problem-based scenarios with laptops: an effective combination for cross-curricular learning in mathematics, science and language

Keywords: Problem-based , mathematic , science , laptops

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Abstract:

Many educational systems consider using one-to-one access to the laptop as a way to improve teaching and learning. A two-year action research project on the use of laptop computers by New Brunswick (Canada) grade 7 and 8 Francophone students aimed to better understand the impact of laptops on learning. Two problem-based learning (PBL) interdisciplinary scenarios (math, science, language arts) were implemented in eight experimental classes to measure and document students’ actual learning process, particularly in terms of their ability to scientifically investigate authentic problems, to reason mathematically, and to communicate. On-site observations, video-recording, journals, samples of students’ work, and interviews were used to collect qualitative data. Based on our findings, we argue that laptops in and of themselves may not automatically lead to better results on standardized tests, but rather create opportunities to enrich learning with more open-ended, constructive, collaborative, reflective, and cognitively complex learning tasks.

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