Location-Based Learning and Its Effect on Students’ Understanding of Newton’s Laws of Motion

Author:

Asakle Shadi,Barak MiriORCID

Funder

Ministry of Science and Technology, Israel

Publisher

Springer Science and Business Media LLC

Subject

General Engineering,Education

Reference37 articles.

1. Anderson, S. (2017). Bringing school to life: Place-based education across the curriculum. Rowman & Littlefield.

2. Anderson, J. L., & Wall, S. D. (2016). Kinecting physics: Conceptualization of motion through visualization and embodiment. Journal of Science Education and Technology, 25(2), 161–173.

3. Asakle, S., & Barak, M. (2020). AugmentedWorld: A Location-based question generating platform as a means of promoting 21st century skills. In E. Emmanuel (Ed), Deeper Learning, Dialogic Learning, and Critical Thinking: Research-Based Strategies for the Classroom. London: Routledge, pp. 141-159.

4. Atasoy, S., & Ergin, S. (2017). The effect of concept cartoon-embedded worksheets on grade 9 students’ conceptual understanding of Newton’s laws of motion. Research in Science & Technological Education, 35(1), 58–73.

5. Barak, M. (2017). Cloud pedagogy: Utilizing web-based technologies for the promotion of social constructivist learning in science teacher preparation courses. Journal of Science Education and Technology, 26(5), 459–469.

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