Search

The Ubiquitous-Physics (U-Physics) app was upgraded to help students in learning inclined plane concepts. The new version of U-Physics allows students to see the experimental data not only in a graphical representation but also in a tabular representation. U-Physics provides a whiteboard function to support data explanations. The study investigated the differences between experimental students who use U-Physics (EG) and control students who do not use the app (CG) in terms of learning achievements. Additionally, we studied the free body diagram ability of students by giving them a test and analyzed its relationship to inquiry behaviors (interpreting graphs, applying formulas, and drawing conclusions) and learning achievements. Two 11th-grade classes (EG = 15 and CG = 32) participated in this quasi-experimental design. Our findings showed that the students who use U-Physics performed better than those who do not use the app in terms of learning achievements. Inquiry behaviors have a significant correlation with students' learning achievements, and drawing conclusions is a predictor to affect students' learning achievements. Additionally, most students agreed that U-Physics is beneficial for their physics learning. Thus, we strongly suggest teachers to use U-Physics and involve inquiry behaviors in physics laboratories to enhance students' inquiry thinking and learning achievements while conducting physics experiments. [ABSTRACT FROM AUTHOR]

This article integrated inquiry behaviors and a guided learning map (gMap) into a mobile app called Ubiquitous-Physics (U-Physics), which helps students to explore inclined plane phenomena in authentic contexts. The article investigated inquiry behaviors such as interpreting graphs, applying formulas, drawing conclusions, and peer collaboration, and how these influenced learning achievement. The app's and the learning activities’ effects on learning perceptions and motivation were also analyzed. A total of 45 first-grade vocational high school students majoring in housekeeping management were volunteered and divided into an experimental with gMap (n = 20) and a control group without gMap (n = 25). The results show that the inquiry behaviors of the experimental group who used U-Physics with gMap significantly outperformed the control group. Analysis of the correlations among inquiry behaviors and learning achievement revealed that the quantity of learning records on gMap had the greatest influence on learning achievement. Additionally, most students reported positive perceptions of the U-Physics app and were highly motivated to use it for future learning. These findings confirm that exploring and conducting physics phenomena outside of the classroom enhances students’ understanding of the physics phenomena being studied. It also enriches their authentic experiences because an outdoor activity can provide useful experience to connect students’ knowledge with daily life environments, enrich their scientific understanding, and stimulate their motivation to learn physics anytime at anywhere. [ABSTRACT FROM AUTHOR]

This study developed a mobile app called Ubiquitous-Physics (U-Physics), which helps students explore inclined plane phenomena in authentic contexts and consolidates their physics learning in everyday contexts. The study investigated inquiry behaviors such as interpreting graphs, applying formulas, drawing conclusions, and peer sharing, and how these influenced learning achievements. The app’s effects on learning perceptions and motivation were also analyzed. The study was conducted at a vocational senior high school and two activities (indoors and outdoors/authentic contexts). The results show that the experimental group using U-Physics significantly outperformed the control group, who used traditional tools such as a stopwatch for the inclined plane experiment in terms of learning achievements. Analysis of the correlations among inquiry behaviors and learning achievement revealed that the number of posts in authentic contexts had the greatest influence on learning achievement, confirming the importance of applying physics concepts in authentic contexts. Additionally, most students reported positive perceptions of the U-Physics app and were highly motivated to use it for future learning. The findings indicate that using U-Physics in authentic contexts is very meaningful and can contribute to physics learning, particularly when using mobile devices with sensors to facilitate inquiry learning in authentic physics scenarios.

This study examined the types of learning behaviors students demonstrated while performing inquiry tasks. It also explored the relationship between the learning behaviors and students’ domain knowledge. We observed fourteen students in five groups during a ninth-grade biology course. Three types of learning behaviors (inquiry, collaborative, and minimally productive behaviors) were identified and time on each type was measured. The results suggest that students demonstrated different patterns according to the types of learning behaviors. Correlation analysis revealed that learning outcomes had a strong positive correlation with the inquiry behaviors but a strong negative correlation with the minimally productive behaviors. The results suggest that attention should be paid to facilitate the more meaningful inquiry behaviors while reducing minimally productive behaviors. [ABSTRACT FROM AUTHOR]