| dc.description.abstract | In recent year, scientific explanation has been regarded as one of the most importance of inquiry skill in scientific education. Numerous studies showed that scientific explanation benefits students to obtaining a strong understanding of scientific knowledge. However, students often learn science with rote learning, and have difficulty in articulating and reasoning why a scientific phenomenon occurs by using evidence. Moreover, scientific explanation is a complex task because students need have abilities to collect scientific evidence, reason, and recognize the relationship between cause and effect. To address issues above, this study proposed a collaborative drawing approach consisting of a iPad and a drawing application to assist students’ scientific explanation ability.
Two fifth-year classes were randomly assigned as individual and collaborative group. To understand the impact of collaborative drawing approach, the study analyzed the artifacts of students’ drawing, learning test achievement, attitude of learning science, and interaction video.
The results indicated that there is no significant difference between individual and collaborative group in attitude of learning science. Although overall collaborative group gained a lower learning text than individual did, the learning test of the collaborative group with effective interaction was about the same individual. It is considered that iPad is designed for personal used, and hard to be used simultaneously with others. Hence, it is necessary to design how to overcome the usage limitation on personal tablets only. The suggestions and implications in science education were further described. | en_US |