Exploring Mainland Chinese and Dutch High School Students' Conceptions of Learning Technology: A Phenomenographic Analysis
Xia Wu 1 2, Jeanna S. de Haan-Topolscak 3, Marc J. de Vries 3, Bangping Ding 1 *
More Detail
1 School of Education, Captial Normal University, Beijng, CHINA
2 Fangshan Teachers Training College, Fangshan, Beijng, CHINA
3 Department of Science Education & Communication, Delft University of Technology, Delft, the NETHERLANDS
* Corresponding Author

Abstract

The aims of the study were to investigate high school students’ conceptions of learning technology (COLT) in mainland China and the Netherlands, and tried to explain the differences from different educational and social backgrounds. The phenomenographic method was used, interviewing 85 students from both counties. The findings of the research shows that COLT in this study is conceptualized as (1) learning knowledge, (2) learning technology skills, (3) learning technology methods and abilities, (4) using knowledge into practice, (5) doing research, and (6) preparing the exams and getting the credits. There are only a few differences found in the kinds of COLT between Chinese and Dutch students, and reasons behind them are explored.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/8389

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 9, Article No: em1878

Publication date: 06 Jul 2020

Article Views: 147

Article Downloads: 112

Open Access References How to cite this article