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Physics students’ social media learning behaviors and connectedness

Journal Article


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Abstract


  • Drawing on a complexity thinking perspective on learning, the conditions of emergence for complex systems were used as an analytic framework to characterize social media learning behaviours for their potential to promote connectedness. The authors' analysis identifies trends in secondary and tertiary physics students' social media use from focus group interview data and characterizes the nature of these behaviours for their potential to benefit students' understanding of the content of science curricula. While the authors' study focuses on physics learning, they propose implications that extend to other science learning contexts vis-a-vis how to transform connectivity learning behaviours into connectedness learning behaviours.

UOW Authors


  •   Moll, Rachel (external author)
  •   Nielsen, Wendy
  •   Linder, Cedric (external author)

Publication Date


  • 2015

Citation


  • Moll, R., Nielsen, W. & Linder, C. (2015). Physics students’ social media learning behaviors and connectedness. International Journal of Digital Literacy and Digital Competence, 6 (2), 16-35.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2905&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1906

Number Of Pages


  • 19

Start Page


  • 16

End Page


  • 35

Volume


  • 6

Issue


  • 2

Place Of Publication


  • United States

Abstract


  • Drawing on a complexity thinking perspective on learning, the conditions of emergence for complex systems were used as an analytic framework to characterize social media learning behaviours for their potential to promote connectedness. The authors' analysis identifies trends in secondary and tertiary physics students' social media use from focus group interview data and characterizes the nature of these behaviours for their potential to benefit students' understanding of the content of science curricula. While the authors' study focuses on physics learning, they propose implications that extend to other science learning contexts vis-a-vis how to transform connectivity learning behaviours into connectedness learning behaviours.

UOW Authors


  •   Moll, Rachel (external author)
  •   Nielsen, Wendy
  •   Linder, Cedric (external author)

Publication Date


  • 2015

Citation


  • Moll, R., Nielsen, W. & Linder, C. (2015). Physics students’ social media learning behaviors and connectedness. International Journal of Digital Literacy and Digital Competence, 6 (2), 16-35.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2905&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1906

Number Of Pages


  • 19

Start Page


  • 16

End Page


  • 35

Volume


  • 6

Issue


  • 2

Place Of Publication


  • United States