This chapter reports on a one-year study, investigating how students in a primary school in Hong Kong advanced their content knowledge of science in a seamless inquiry-based learning environment leveraged by BYOD (Bring Your Own Device), taking the topic of “Flowers and Seeds” in the Biodiversity learning unit as an example. One teacher and 28 Grade 6 students were involved in this study. The students’ inquiry learning activities were documented using various apps. Qualitative data including pre-and post-domain tests, class observations, student artifacts, online postings and field notes were collected and analysed to examine students’ learning. The findings suggest that effective use of apps such as Skitch, Edmodo and Evernote with BYOD using an inquiry-based learning approach, could help younger students advance their knowledge in science, develop personalised learning skills and gain a better sense of ownership in science learning. In addition, the results indicate that tracing individual and group inquiry activities in multiple spaces can make the learning process and outcomes visible that may inform teachers and learners of their enhanced educational practices.
|Publication status||Published - Aug 2016|
|Event||2016 International Conference of East-Asian Association for Science Education: Innovations in Science Education Research & Practice: Strengthening International Collaboration - Tokyo University of Science, Tokyo, Japan|
Duration: 26 Aug 2016 → 28 Aug 2016
|Conference||2016 International Conference of East-Asian Association for Science Education: Innovations in Science Education Research & Practice: Strengthening International Collaboration|
|Abbreviated title||EASE 2016|
|Period||26/08/16 → 28/08/16|