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Teaching in context using a mobile phone scenario

Whittaker, RC 2014, Teaching in context using a mobile phone scenario , MSc by research thesis, University of Salford.

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Abstract

This thesis examines the apparent dichotomy between an ever increasing use of modern digital technology by youngsters and a decline in the numbers wishing to study technology related subjects at University. It has been recognised by many Professional Bodies that this trend in turn will result in a major shortage of UK scientist and engineers. The research therefore examined whether a new teaching approach in which the science and engineering that underpins today’s technology is described in terms of a typical use case would have a positive effect on changing attitudes and motivation towards continuing to study such subjects. A set of E-Learning Materials was developed that covered a number of areas of BTEC, A, and AS level ICT modules that described relevant science and engineering within the context of how a text message is sent using a mobile phone. Mobile phone ownership is very high amongst teenagers and text messaging continues to be a dominant application. Structured as a series of six learning objects these teaching materials were used by youngsters aged from sixteen to eighteen in different local schools and colleges. For each session, questionnaire feedback was obtained and the evaluation of these results indicate an encouraging correlation with the hypothesis that learners do respond favourably when science and engineering principles are described within the context of an everyday experience of using technology. The thesis provides a literature review of the key research work related to teaching in context, a rationale and set of requirements for the development of the new set of teaching materials, the detailed design of those materials, a description of the testing of the materials in schools and colleges and an evaluation of the results obtained from questionnaire feedback Keywords: contextual teaching, encouraging, enthusing, learning, motivating, pedagogy, science, teaching in context, technology.

Item Type: Thesis (MSc by research)
Contributors: Linge, N (Supervisor)
Schools: Schools > School of Computing, Science and Engineering
Schools > School of Computing, Science and Engineering > Salford Innovation Research Centre (SIRC)
Funders: Greater Manchester STEM Centre
Depositing User: RC Whittaker
Date Deposited: 07 Mar 2014 18:21
Last Modified: 30 Nov 2015 23:53
URI: http://usir.salford.ac.uk/id/eprint/30806

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