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.
|Title of host publication||Proceedings of the 25th International Conference on Computers in Education. New Zealand: Asia-Pacific Society for Computers in Education|
|Editors||Wenli CHEN, Jie-Chi YANG, Ahmad Fauzi MOHD AYUB, Su Luan WONG, Antonija MITROVIC|
|Place of Publication||Taoyuan City|
|Publisher||Asia-Pacific Society for Computers in Education|
|Publication status||Published - 2017|
CitationSun, 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.
- Learning in informal spaces
- Boundary object
- Boundary activity
- Mobile technology