Elementary Students’ Tablet-Based Note-taking Application Usefor Writing in Science

Abstract

This study investigates the potential of a tablet-based notetaking application (TbNA) to act as a digital science notebook that supports elementary students’ science practices. Eighteen grade 4-5 students, in an intensive six-week summer science class, participated in the study. During the program, students used a tablet-based note-taking application as a personal digital science notebook. Students’ notebook entries and survey responses regarding their experience with the TbNA were collected. The study discusses how students made use of various features within the TbNA.