Effects of guided and unguided instruction using 1-to-1 student iPads in 6th grade science
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Date
2012
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Montana State University - Bozeman, Graduate School
Abstract
How can student iPads be used to increase student learning, student interest, and work efficiency in the middle school science classroom? · How will digital science notebooks, based on an iPad platform, impact student attitudes and learning outcomes? · Will active, guided instruction impact student knowledge acquisition differently than passive, implicit modes of instruction in both iPad based and traditional notebooks? This action research was conducted on sixth grade students in my middle school science classroom. Each grade level at this private independent school consists of 40 students divided into two science sections of 20 students each.