STEM education is a teaching and learning discipline where
Science, Technology, Engineering, and Mathematics are taught in an integrated
manner so that students are able to apply the knowledge, skills and values of
these subjects to solve real-world problems. This chapter aims to identify the
Malaysian matriculation students' learning experiences utilising mobile devices
for chemistry learning. The study used a qualitative case study approach and
was conducted at a matriculation institution in Malaysia. Initially, 84
students used an online diary to reflect on their learning path, whereas 17
students who were active in mobile learning were purposefully chosen for the
interview. The conclusion that can be drawn from this research is the students
have both positive and negative experiences with using mobile devices to learn
chemistry. They thought that utilising a mobile device to learn chemistry
encouraged knowledge construction, visualisation of abstract concepts,
self-control in learning, and intellectual discourse. The issue of learning
resource quality, on the other hand, posed a challenge to their cognitive
capacity for studying chemistry. This study provided educators with insights
into the significance of incorporating mobile devices for chemistry learning.
Mobile devices have been used as an emerging learning tool to promote chemistry
learning in the 21st century. The impact of digital technologies enabled by
mobile devices can improve students' knowledge of abstract chemistry concepts.
Educators can create appropriate chemistry instructional strategies based on
the student's learning needs.
Author(s) Details:
Wai Foong Lok,
Department of Education, Teacher Education Institute (Ipoh Campus),
Malaysia.
Mahizer Hamzah,
Department
of Educational Studies, Faculty of Human Development, Universiti Pendidikan
Sultan Idris, Malaysia.
Please see the link here: https://stm.bookpi.org/PLLER-V4/article/view/13152
