Improving Students’ Conceptual Understanding of Magnetic Fields and Science Process Skills Through Guided Exploratory Experiments Using a Smartphone

The recent Program for International Student Assessment indicates that many countries need to enhance their performance in the field of science. Efforts to improve science scores continue, and a potential solution to this issue has been identified in a recent study. The study employed an explanatory mixed-method approach to explore the impact of guided exploratory experiments, specifically focusing on the influence of smartphones on students’ conceptual understanding and their ability to analyze science-related data. The quantitative portion of the study utilized an experimental group-only approach with pre-test and post-test phases, while the qualitative section employed hermeneutic phenomenology. A total of 36 students participated in both the pre-test and post-test phases. The quantitative data analysis revealed a significant difference between the pre-test and post-test results, with considerable effect size according to Cohen’s d value. The study noted that many students demonstrated improved performance after the experiment's conclusion. The qualitative findings supported these quantitative results, indicating that students enhanced their conceptual understanding and data processing abilities through hands-on activities, with support from teachers and encouragement to think critically. Participants also gained insights into various theories, such as social constructivism and experiential learning theory. The study suggests that schools should consider allowing smartphones, students should receive guidance on potential errors to minimize confusion, and teachers should be trained to incorporate smartphones into experiments.