Effects of Science Reader Belief and Reading Comprehension on High School Students’ Science Learning via Mobile Devices

Cheng-Chieh Chang, Liang-Ting Tsai, Chih-Hsuan Chang, Kuo-Chen Chang and Cheng-Fang Su
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Cheng-Chieh Chang: Institute of Education & Center of Teacher Education, National Taiwan Ocean University, Keelung 20224, Taiwan
Liang-Ting Tsai: Institute of Education & Center of Teacher Education, Tzu Chi University, Hualien 97004, Taiwan
Chih-Hsuan Chang: Institute of Education & Center of Teacher Education, National Taiwan Ocean University, Keelung 20224, Taiwan
Kuo-Chen Chang: Taiwan Marine Education Center, National Taiwan Ocean University, Keelung 20224, Taiwan
Cheng-Fang Su: Department of Applied Mathematics, National Yang Ming Chiao Tung University, Hsinchu 30010, Taiwan

Sustainability, 2021, vol. 13, issue 8, 1-17

Abstract: This research examines senior high school students’ earth science learning effects, focusing on the influence of science reading beliefs when employing mobile devices. The revision of the Science Reader Belief Inventory (SRBI) was used to examine the connections for high school students’ personal scientific reading beliefs and reading comprehension of earth science learning effectiveness conditions when using mobile devices to learn. The learning outcome was determined using achievement tests. In this research, 97 students from three classes of first-year high school students were enrolled in an eight-week experimental teaching study followed by an achievement test. The major findings are as follows: (1) High school students’ transaction beliefs were stronger than transmission beliefs. Transaction beliefs were significantly correlated with transmission beliefs. (2) Scientific beliefs may take a long time to change. (3) Whereas traditional reading comprehension strategies seem to have relied more heavily on vocabulary development, in an e-learning environment, students tend to rely on sentence-level parsing to understand scientific texts. This research provides a reference for teachers within learning environments in which information is incorporated into technology instruction, and various learning scenarios are used.

Keywords: mobile devices; science reader belief; science learning outcomes (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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