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

Daner SUN, Chee-Kit LOOI

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This paper explores the crossover between formal learning and learning in informal spaces supported by mobile technology, and proposes design principles for educators to carry out a science curriculum, namely Boundary Activity-based Science Curriculum (BAbSC). The conceptualization of the boundary object, and the principles of boundary activity as the key elements to fuse the merits of learning in informal spaces with formal learning, are discussed and elaborated. The key elements of BAbSC are further articulated to provide the framework for curriculum design and development from a holistic perspective. The proposed principles and framework will reinforce the theoretical underpinnings of mobile technology-enabled curriculum design and development, and can be used to guide teachers to implement curriculum in a more principle-based and structured manner. Copyright © 2017 British Educational Research Association.
Original languageEnglish
Pages (from-to)505-515
JournalBritish Journal of Educational Technology
Volume49
Issue number3
Early online dateMar 2017
DOIs
Publication statusPublished - 2018

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curriculum
interaction
science
learning
educator
teacher

Bibliographical note

Sun, D., & Looi, C.-K. (2018). Boundary interaction: Towards developing a mobile technology-enabled science curriculum to integrate learning in the informal spaces. British Journal of Educational Technology, 49(3), 505-515. doi: 10.1111/bjet.12555