Inquiry‐based mobile learning in secondary school science education: A systematic review

Liu, Caihua; Zowghi, Didar; Kearney, Matthew; Bano, Muneera

doi:10.1111/jcal.12505

Cited by 52 publications

(46 citation statements)

References 65 publications

(141 reference statements)

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“…Nevertheless, some studies have illustrated the benefits of using mobile technology-integrated instruction, such as the affordance of authentic learning activities, inquiry learning experience, timely learning guidance and enhancement of students' engagement, learning and higher order thinking skills (C. H. Chen, 2020;Li & Wong, 2020). Furthermore, several review studies on mobile technology-integrated instruction have found that the major part of the papers addressed issues of te system designs for mobile learning or students' learning effectiveness (e.g., Hwang & Fu, 2020;Liu et al, 2021). Thus, few studies have investigated teachers' conceptions of teaching in the context of mobile technology-integrated instruction.…”

Section: Trends and Gaps In Mobile Technology-integrated Instructionmentioning

confidence: 99%

A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction

Chen

Jong

Tsai³

2022

AJET

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Researchers have identified three orders of barriers to probe teachers’ conceptions of technology-integrated instruction, namely extrinsic obstacles, intrinsic obstacles and the lack of design thinking. However, few studies have investigated barriers to teachers’ mobile technology-integrated instruction and compared them with the barriers to their technology-integrated instruction. This study recruited 20 in-service teachers with experience in adopting mobile learning (in practice) to compare their conceptions of the two kinds of barriers. Firstly, we utilised the phenomenographic method and subsequently transformed qualitative interview data into quantitative data. The research results found an additional crucial barrier, namely classroom management. Thus, this study revealed four classifications of barriers to (mobile) technology-integrated instruction. Moreover, teachers with less experience in adopting mobile learning confronted more obstructions to mobile technology-integrated instruction than to technology-integrated instruction at the first-order level (i.e., extrinsic obstacles). On the contrary, teachers with more experience in adopting mobile learning encountered more barriers related to design thinking upon the educational integration of mobile technology over conventional technology. This study provides the field with new insights into understanding teachers’ conceptions of barriers to the adoption of emerging technology-integrated instruction and sheds light for researchers and policymakers who are working on teacher professional development. Implications for practice or policy: This research reveals a framework of the four orders of barriers for providing an understanding of teachers’ barriers to advanced technology-integrated instruction as the technology grows. More courses involving design thinking for mobile learning should be provided as part of teacher training. Future research should carefully explore the effective solutions for eliminating the barriers to mobile technology-integrated instruction.

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Section: Trends and Gaps In Mobile Technology-integrated Instructionmentioning

confidence: 99%

A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction

Chen

Jong

Tsai³

2022

AJET

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“…In addition, it was found that whereas the Orientation, Conceptualization, Investigation, and Conclusion phases focus mainly on the problem to be solved by the inquiry approach, the Discussion phase goes beyond that, leading the learners more towards the analysis of the inquiry process, not only to its outcomes. Therefore, the Discussion phase is especially valuable in acquiring inquiry skills through reflection on the process (see Liu et al, 2021 for a review of studies focusing on collaborative inquiry).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In spite of the wide use of the inquiry-based learning process as a learning approach (see Archer-Kuhn, Lee, Hewson, & Burns, 2020;Liu, Zowghi, Kearney, & Bano, 2021;Misra, 2020), few studies have focused on the assessment of the outcomes of the inquiry process. Both inquiry skills and knowledge acquired through inquiry could be regarded as outcomes of the inquiry process.…”

Section: Introductionmentioning

confidence: 99%

Towards a science inquiry test in primary education: development of items and scales

Pedaste

Baucal

Reisenbuk³

2021

IJ STEM Ed

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Background Inquiry-based learning is widely applied in science education; however, so far, the outcomes of learning process have been systematically assessed mainly at the secondary school level. For primary school students, there is no valid instrument for assessing the outcomes of their science inquiry. The aim of the current study was to develop a test for assessing science learning outcomes (analytical skills, planning skills, interpretation skills, and science knowledge) related to the five phases of inquiry-based learning (Orientation, Conceptualization, Investigation, Conclusion, and Discussion) at primary education level (ISCED 1). Results A set of contextualized science tasks was created to assess each of the learning outcomes at three levels. The Science Inquiry Test for Primary Education (SIT-PE test) was developed through several phases, including pilot studies with large groups of fourth-grade students (10 to 11 years of age). The 1 PL Item Response Theory model was used to analyze the quality of the test and items based on the test’s reliability score, item difficulty measure, infit and outfit indices, estimation of item discrimination, item-scale correlation, and the quality of the scoring key. The final test, consisting of 24 items, was used with a sample of 1868 students. The analysis showed the SIT-PE test to be of good quality on test level and item level and to also have good predictive validity. Confirmatory factor analysis revealed that the correlated factors model and second-order factor model of the science learning outcomes both had a good fit to data collected with the SIT-PE test. Confirmatory factor analysis confirmed the multidimensionality of science learning outcomes and validated four dimensions of the model: analytical skills, planning skills, interpretation skills, and science knowledge. Conclusions In conclusion, the SIT-PE test could be further used for assessing students’ inquiry competence in primary education. However, it could be even further improved in several ways and this study provides guidelines on how to do that. In addition, the SIT-PE provides test developers with information on how to design derivations of the SIT-PE test for assessing particular science inquiry outcomes or the same outcomes in older age groups as well.

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“…In systematic reviews of trends in mobile learning research, its potential to aid in education is shown (e.g., Bano et al, 2018;Diacopoulos & Crompton, 2020;Lai, 2019;Liu et al, 2021;Yildiz et al, 2020), as well as its main challenges (Benali & Ally, 2020). In Crompton and Burke (2020), it was reported that 46% of the time mobile devices are used to replicate activities that can be performed without technology.…”

Section: Introductionmentioning

confidence: 99%

Epistemic and Mediational Suitability of Tasks Designed in a Mobile Learning Context

Morales-Garcia

Sandoval

García

2022

EURASIA J Math Sci Tech Ed

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The aim of this research is to propose indicators of epistemic and mediational suitability to assess tasks designed in a mobile learning context, using theoretical and methodological elements of the onto-semiotic approach (OSA) and the SAMR model (substitution, augmentation, modification, and redefinition). With these indicators, 110 tasks designed by two Mexican teachers are evaluated, for the teaching of the natural number in primary education. Some results indicate that the situation-problems addressed the meanings of numerical sequence, operational, ordinal, and measure, and that 56% of the tasks were located at the substitution level. Some implications derived from the research are that the mathematical content can be complemented by including other representations of the natural number and that the design of tasks that are positioned at the modification and redefinition levels should be encouraged. The foregoing serves as a basis for the design and assessment of mobile content for the natural number concept.

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Inquiry‐based mobile learning in secondary school science education: A systematic review

Cited by 52 publications

References 65 publications

A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction

A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction

Towards a science inquiry test in primary education: development of items and scales

Epistemic and Mediational Suitability of Tasks Designed in a Mobile Learning Context

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