Boundary interaction: Towards developing a mobile technology‐enabled science curriculum to integrate learning in the informal spaces

Sun, Daner; Looi, Chee-Kit

doi:10.1111/bjet.12555

Cited by 19 publications

(12 citation statements)

References 24 publications

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“…It is important that students are able to not only acquire new knowledge in class but also apply it outside of school (Alioon & Delialioğlu, 2017;Chu, 2014;Hwang & Wu, 2014;Sun & Looi, 2017). This is especially true for such subjects as English foreign language (EFL) or English second language (Cavus & Ibrahim, 2017;Huang, Yang, Chiang, & Su, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Up to the present, a number of studies have applied mobile technology to assist EFL learning (Cavus & Ibrahim, 2017;Lin & Yu, 2016;Sun, Lin et al, 2017;Wu, 2016), social studies (Chu, 2014), science (Sun & Looi, 2017;Tingir, Cavlazoglu, Caliskan, Koklu, & Intepe-Tingir, 2017), and other subjects. The results of most of these studies have been positive.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, we learned that even in complex environment, less skilled and experienced students with low prior knowledge can perform well when they tightly collaborate with more skilled and experienced students with high prior knowledge, and our learning system can facilitate such collaboration. It is important that students are able to not only acquire new knowledge in class but also apply it outside of school (Alioon & Delialioğlu, 2017;Chu, 2014;Hwang & Wu, 2014;Sun & Looi, 2017). This is especially true for such subjects as English foreign language (EFL) or English second language (Cavus & Ibrahim, 2017;Huang, Yang, Chiang, & Su, 2016).…”

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confidence: 99%

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Facilitating application of language skills in authentic environments with a mobile learning system

Shadiev

Hwang

Huang

et al. 2017

Computer Assisted Learning

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We uncovered two critical issues in earlier studies: (a) some studies have shown that mobile learning technology is not beneficial for all students due to complexity of learning environments and student prior knowledge, skills, and experience and (b) familiarity of students with the authentic environments in which they learn using mobile technology did not receive much attention in earlier studies. To address these issues, we designed three learning tasks for a class of 26 junior high school students. The students applied language skills by completing the tasks in authentic environments individually in a first task, loosely collaborating with peers in a second task, and tightly collaborating with peers in a third task. A mobile learning system was also designed in this study to support students to accomplish the tasks. The aim of this study was to explore students' learning experiences using the learning system, their perceptions towards the system, and to assess how differently the students perform on the three tasks. According to our design, in the first task, the students took pictures of objects and described them orally or in writing using the mobile learning system. In the second task, after the students completed assignments, each student received comments from a partner through the system. In comments, the partner indicated flaws in student assignments and suggested how to fix them. In the third task, the students completed assignments, shared them using the system, and then exchanged comments with their partners face to face regarding issues related to their completed assignments and suggested how to improve them. Such learning behaviours in the three tasks enabled the students to practise writing and speaking skills. Our results demonstrate that most of the students highly valued our learning system and intend to use it in the future. Furthermore, the results show that the students performed best when they collaborated; namely, student performance was enhanced the most after the third task that required tight collaboration. Based on our results, we learned that students' familiarity with authentic environments is very important and beneficial for their learning. In addition, we learned that even in complex environment, less skilled and experienced students with low prior knowledge can perform well when they tightly collaborate with more skilled and experienced students with high prior knowledge, and our learning system can facilitate such collaboration. It is important that students are able to not only acquire new knowledge in class but also apply it outside of school (Alioon & Delialioğlu, 2017;Chu, 2014;Hwang & Wu, 2014;Sun & Looi, 2017). This is especially true for such subjects as English foreign language (EFL) or English second language (Cavus & Ibrahim, 2017;Huang, Yang, Chiang, & Su, 2016). To help assist both language learning and application of acquired knowledge, mobile learning technology can be applied (Sun, Lin et al., 2017). For example, students can learn language in class and t...

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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Facilitating application of language skills in authentic environments with a mobile learning system

Shadiev

Hwang

Huang

et al. 2017

Computer Assisted Learning

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“…Sensor-based mobile tools can be used for collecting and sharing data using phone sensors: accelerometer, gyroscope, light and sound, etc. (Sun & Looi, 2018). Gonzàlez et al (2017) in their study with secondary school students used smartphones as measurement devices in physics experiments; the sensors were reliable and accurate enough to permit good measurements.…”

Section: Science Learning With Mobile Devices/technologymentioning

confidence: 99%

Mobile Learning in Science: A Study in Secondary Education in Greece

Νικολοπούλου¹,

Kousloglou²

2019

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Mobile technology can facilitate students' learning in anytime, anywhere. Different tools can be used to support science learning, while mobile devices with internet access can facilitate students' online investigations of simulations, video and virtual labs. However, there are few studies that reported mobile supported science activities and this topic is not covered within the Greek context. This paper presents a small scale study from Greece, with examples of mobile technology-supported learning activities in science lessons (in secondary schools). In parallel, it discusses studies on science learning with mobile technology and presents the context of mobile learning in Greece. Implications for educational policy makers, teachers and students are finally discussed.

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“…To address some of these challenges, efforts have been made in recent years to design TPD programs to support enactment of mobile‐supported curricula. For instance, Looi et al () describe a TPD model designed to support teachers in the delivery of a science curriculum that utilizes a mobile application specifically designed for this purpose, and highlight the model's potential to encourage teachers to employ constructivist‐oriented patterns of teaching (as opposed to more traditional patterns).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Supporting outdoor inquiry learning (SOIL): Teachers as designers of mobile‐assisted seamless learning

Kali¹,

Levy²,

Levin-Peled³

et al. 2018

Brit J Educational Tech

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Extending teaching beyond the classroom walls has been known for its potential to promote inquiry learning in various disciplinary domains. Current technologies can enhance these benefits, especially by enabling supports for seamless learning between contexts. But even without technology, teachers tend to refrain from implementing outdoor inquiry due to the many complexities involved. To address this challenge, a design‐based research (DBR) was employed to develop and explore a teacher professional development (TPD) model for supporting teachers in designing TEL environments for outdoor inquiry. The study included two exploratory iterations, both implemented within TPD programs comprised of three stages (teachers‐as‐learners, teachers‐as‐designers, teachers‐as‐enactors). Analysis of the TEL environments' teachers designed in the first iteration revealed insufficient supports for students' seamless learning. Based on these findings, we developed the Supporting Outdoor Inquiry Learning (SOIL) guidelines to support teachers in designing seamless flows of activities for learning within and between four dimensions: scientific practices, outdoor learning, physical settings and social activity structures. Findings from the second iteration, in which the SOIL guidelines were embedded in each of the TPD stages, indicate that they enabled teachers to productively analyze and design TEL environments for outdoor inquiry.

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Boundary interaction: Towards developing a mobile technology‐enabled science curriculum to integrate learning in the informal spaces

Cited by 19 publications

References 24 publications

Facilitating application of language skills in authentic environments with a mobile learning system

Facilitating application of language skills in authentic environments with a mobile learning system

Mobile Learning in Science: A Study in Secondary Education in Greece

Supporting outdoor inquiry learning (SOIL): Teachers as designers of mobile‐assisted seamless learning

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