IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v14y2022i12p7031-d834134.html
   My bibliography  Save this article

Secondary Education Students’ Knowledge Gain and Scaffolding Needs in Mobile Outdoor Learning Settings

Author

Listed:
  • Terje Väljataga

    (School of Educational Sciences, Tallinn University, Narva Road, 25, 10120 Tallinn, Estonia)

  • Kadri Mettis

    (School of Digital Technologies, Tallinn University, Narva Road, 25, 10120 Tallinn, Estonia)

Abstract

Science education enhances students’ scientific literacy in order to interact with the world responsibly and contribute to democratic and informed decision-making. The emergence of place-responsive pedagogy and mobile technology with a variety of affordances has refocused attention on students’ direct embodied experience. P-responsive pedagogy combined with mobile technologies provides numerous opportunities for investigating, across contexts, everyday socio-economical environmental problems inherent to a particular location. Forming an evidence-based decision on socio-economical environmental real-life problems requires a more in depth understanding of natural processes than just making use of everyday knowledge that is based on perceptions and direct observations. Therefore, this paper aims to explore the secondary education students’ (a) awareness and understanding about a timely socio-environmental challenge, (b) development of the scientific vocabulary, (c) scaffolding needs during the mobile outdoor collaborative inquiry-based learning event. To fulfill the aims, action research with an experimental technology-enhanced collaborative inquiry learning design was created to investigate students’ knowledge gain and scaffolding needs. Three interventions with a total of 68 secondary education students (age 14–15) were conducted. Both quantitative and qualitative data were collected and analyzed. The results demonstrate the change in students’ opinions about the complex socio-economical environmental challenge and transformation from everyday concepts to more scientific knowledge, and their need for conceptual and procedural scaffolding. This paper adds new insights on how to utilize non-gamified use of mobile technology to empower secondary students’ scientific literacy and understanding in authentic settings.

Suggested Citation

  • Terje Väljataga & Kadri Mettis, 2022. "Secondary Education Students’ Knowledge Gain and Scaffolding Needs in Mobile Outdoor Learning Settings," Sustainability, MDPI, vol. 14(12), pages 1-23, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:12:p:7031-:d:834134
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/14/12/7031/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/14/12/7031/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Steffen Schaal & Armin Lude, 2015. "Using Mobile Devices in Environmental Education and Education for Sustainable Development—Comparing Theory and Practice in a Nation Wide Survey," Sustainability, MDPI, vol. 7(8), pages 1-18, July.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Juan-Francisco Álvarez-Herrero, 2023. "Urban Itineraries with Smartphones to Promote an Improvement in Environmental Awareness among Secondary School Students," IJERPH, MDPI, vol. 20(3), pages 1-16, January.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Oliver Laasch & Dirk C. Moosmayer & Frithjof Arp, 2020. "Responsible Practices in the Wild: An Actor-Network Perspective on Mobile Apps in Learning as Translation(s)," Journal of Business Ethics, Springer, vol. 161(2), pages 253-277, January.
    2. Rizwan Raheem Ahmed & Faryal Salman & Shahab Alam Malik & Dalia Streimikiene & Riaz Hussain Soomro & Munwar Hussain Pahi, 2020. "Smartphone Use and Academic Performance of University Students: A Mediation and Moderation Analysis," Sustainability, MDPI, vol. 12(1), pages 1-28, January.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:14:y:2022:i:12:p:7031-:d:834134. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.