Authentic learning of primary school science in a seamless learning environment: A meta-evaluation of the learning design

A group of researchers had been working on a longitudinal mobile learning (m-learning) project in a primary school in Singapore. A curriculum design framework was proposed in the beginning of the project to guide the two-year design-enactment-reflection-refinement cycles of the mobilized curriculum. In this chapter, we narrate our implementation research approach by presenting a post hoc analysis of how the curriculum was progressively transformed for seamless learning (a learning notion that advocates perpetual learning across contexts) and how the design taps on the affordances for m-learning. The evaluation illuminates how various types of learning activities are systematically introduced in the two years of science curriculum to nurture inquiry learning across both formal and informal contexts, thus supporting notions of authentic learning. This chapter contributes to the literature on how to address challenges in translating learning theories and integrating mobile technology affordances into curriculum development and sustainable classroom practices. Copyright © 2018 Springer Nature Singapore Pte Ltd.