Designing boundary activity for mobile learning in science inquiry

Daner SUN, Chee-Kit LOOI

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

The importance of learning in informal spaces for science education has been increasingly recognized by the educators and researcher across the countries. In this paper, with emphasis on the value of learning in informal spaces, we propose designing “boundary activity” as the knot for tightening the linkage of learning in informal spaces and formal spaces. Based on literature review, the theoretical underpinnings are articulated for conceptualizing the “boundary object” and defining the components of “boundary activities”. The inquiry learning based on the principle of boundary activity is illustrated for informing the curriculum design and implementation in the field of mobile technology supported teaching and learning. Copyright © 2017 Asia-Pacific Society for Computers in Education.
Original languageEnglish
Title of host publicationProceedings of the 25th International Conference on Computers in Education. New Zealand: Asia-Pacific Society for Computers in Education
EditorsWenli CHEN, Jie-Chi YANG, Ahmad Fauzi MOHD AYUB, Su Luan WONG, Antonija MITROVIC
Place of PublicationTaoyuan City
PublisherAsia-Pacific Society for Computers in Education
Pages656-661
ISBN (Print)9789869401265
Publication statusPublished - 2017

Citation

Sun, D., & Looi, C.-K. (2017). Designing boundary activity for mobile learning in science inquiry. In W. Chen, J.-C. Yang, A. F. Mohd Ayub, S. L. Wong, & A. Mitrovic (Eds.), Proceedings of the 25th International Conference on Computers in Education. New Zealand: Asia-Pacific Society for Computers in Education (pp. 656-661). Taoyuan City: Asia-Pacific Society for Computers in Education.

Keywords

  • Learning in informal spaces
  • Boundary object
  • Boundary activity
  • Mobile technology

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