Writing in Digital Science Notebooks: What Features Do Elementary Students use?

Abstract

This study investigates the potential of a tablet-based note-taking application (TbNA) to act as a digital science notebook for elementary students. Eighteen fourth and fifth grade students used a TbNA during a six-week intensive summer course. During the program, students used TbNAs as personal digital science notebooks in their science-related lessons. Students’ notebook entries and survey responses regarding their experience were collected. The study discusses how students made use of various features within the TbNA, particularly in terms of their writing.