Publikation:

Self-Regulation and Training of Students with Learning Disabilities in an Inclusive Setting Using ICT

Lade...
Vorschaubild

Dateien

Zu diesem Dokument gibt es keine Dateien.

Datum

2020

Autor:innen

Probst, Christof

Herausgeber:innen

Kontakt

ISSN der Zeitschrift

Electronic ISSN

ISBN

Bibliografische Daten

Verlag

Schriftenreihe

Auflagebezeichnung

URI (zitierfähiger Link)
DOI (zitierfähiger Link)
ArXiv-ID

Internationale Patentnummer

Angaben zur Forschungsförderung

Projekt

Open Access-Veröffentlichung
Core Facility der Universität Konstanz

Gesperrt bis

Titel in einer weiteren Sprache

Publikationstyp
Zeitschriftenartikel
Publikationsstatus
Published

Erschienen in

World Journal of Chemical Education. Science and Education Publishing. 2020, 8(1), pp. 47-51. ISSN 2375-1665. eISSN 2375-1657. Available under: doi: 10.12691/wjce-8-1-6

Zusammenfassung

Methods that improve the learning performance of students in heterogeneous learning groups are constantly being sought after. The aim of the present study was to explore the possibility of using the smartphone to improve student classroom preparation. For this, a free app was used, which reminded the students on the content that needed to be learned and tasks that needed to be finished. This was done with the help of the devices that the students bring themselves (“Bring Your Own Device” - BYOD). The results of the study indicate a possible greater learning achievement by the users of the app when compared to the non-users. However, the use of the students' self-managed devices was also the cause of significant problems. These were identified through the use of log sheets which discovered the root cause of success or failure. The study was conducted in two eighth grade classes, with a total of 48 students from a middle school in the subject of chemistry. The study’s finding, that the use of reminder apps significantly raises learning outcome, is significant for chemistry lessons.

Zusammenfassung in einer weiteren Sprache

Fachgebiet (DDC)
540 Chemie

Schlagwörter

Konferenz

Rezension
undefined / . - undefined, undefined

Forschungsvorhaben

Organisationseinheiten

Zeitschriftenheft

Zugehörige Datensätze in KOPS

Zitieren

ISO 690PROBST, Christof, Johannes HUWER, 2020. Self-Regulation and Training of Students with Learning Disabilities in an Inclusive Setting Using ICT. In: World Journal of Chemical Education. Science and Education Publishing. 2020, 8(1), pp. 47-51. ISSN 2375-1665. eISSN 2375-1657. Available under: doi: 10.12691/wjce-8-1-6
BibTex
@article{Probst2020SelfR-51700,
  year={2020},
  doi={10.12691/wjce-8-1-6},
  title={Self-Regulation and Training of Students with Learning Disabilities in an Inclusive Setting Using ICT},
  number={1},
  volume={8},
  issn={2375-1665},
  journal={World Journal of Chemical Education},
  pages={47--51},
  author={Probst, Christof and Huwer, Johannes}
}
RDF
<rdf:RDF
    xmlns:dcterms="http://purl.org/dc/terms/"
    xmlns:dc="http://purl.org/dc/elements/1.1/"
    xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#"
    xmlns:bibo="http://purl.org/ontology/bibo/"
    xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#"
    xmlns:foaf="http://xmlns.com/foaf/0.1/"
    xmlns:void="http://rdfs.org/ns/void#"
    xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > 
  <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/51700">
    <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/>
    <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/29"/>
    <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/51700"/>
    <dc:contributor>Probst, Christof</dc:contributor>
    <dc:language>eng</dc:language>
    <foaf:homepage rdf:resource="http://localhost:8080/"/>
    <dcterms:rights rdf:resource="https://rightsstatements.org/page/InC/1.0/"/>
    <dcterms:title>Self-Regulation and Training of Students with Learning Disabilities in an Inclusive Setting Using ICT</dcterms:title>
    <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/29"/>
    <dcterms:abstract xml:lang="eng">Methods that improve the learning performance of students in heterogeneous learning groups are constantly being sought after. The aim of the present study was to explore the possibility of using the smartphone to improve student classroom preparation. For this, a free app was used, which reminded the students on the content that needed to be learned and tasks that needed to be finished. This was done with the help of the devices that the students bring themselves (“Bring Your Own Device” - BYOD). The results of the study indicate a possible greater learning achievement by the users of the app when compared to the non-users. However, the use of the students' self-managed devices was also the cause of significant problems. These were identified through the use of log sheets which discovered the root cause of success or failure. The study was conducted in two eighth grade classes, with a total of 48 students from a middle school in the subject of chemistry. The study’s finding, that the use of reminder apps significantly raises learning outcome, is significant for chemistry lessons.</dcterms:abstract>
    <dc:creator>Probst, Christof</dc:creator>
    <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2020-11-09T12:24:25Z</dcterms:available>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2020-11-09T12:24:25Z</dc:date>
    <dc:rights>terms-of-use</dc:rights>
    <dcterms:issued>2020</dcterms:issued>
    <dc:creator>Huwer, Johannes</dc:creator>
    <dc:contributor>Huwer, Johannes</dc:contributor>
  </rdf:Description>
</rdf:RDF>

Interner Vermerk

xmlui.Submission.submit.DescribeStep.inputForms.label.kops_note_fromSubmitter

Kontakt
URL der Originalveröffentl.

Prüfdatum der URL

Prüfungsdatum der Dissertation

Finanzierungsart

Kommentar zur Publikation

Allianzlizenz
Corresponding Authors der Uni Konstanz vorhanden
Internationale Co-Autor:innen
Universitätsbibliographie
Ja
Begutachtet
Ja
Diese Publikation teilen