There is abundant research reporting the designs of ubiquitous and seamless learning environments which are enabled by the integration of mobile technology. However, the lack of pedagogical designs that provide for sustainability, and the inadequate investigations of learning outcomes are some of the major gaps in current studies. Towards addressing these issues, this paper describes a study that illuminates the principles of how mobile learning can be integrated into a standard-based science curriculum, and explores how this mobilized curriculum impacts students' performances in and out of the classroom. Data analysis on students' test results, learning artifacts and their activity performances in the classroom suggested that they improved in conceptual understanding and self-reflections on conceptual changes. Students were engaged in mobile learning activities both and out of the classroom based on sustained exposure to and experiences of the mobilized science curriculum. Copyright © 2014 Asia-Pacific Society for Computers in Education.
|Title of host publication||Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014|
|Editors||Chen-Chung LIU, Hiroaki OGATA, Siu Cheung KONG, Akihiro KASHIHARA|
|Place of Publication||Japan|
|Publisher||ICCE 2014 Organizing Committee|
|Publication status||Published - 2014|
CitationLooi, C.-K., Sun, D., Xie, W., Tan, C. M., & Hajar, S. (2014). How do students progress in a mobilized inquiry science curriculum. In C.-C. Liu, H. Ogata, S. C. Kong, & A. Kashihara (Eds.), Proceedings of the 22nd International Conference on Computers in Education, ICCE 2014 (pp. 432-441). Japan: ICCE 2014 Organizing Committee.
- Mobile learning
- Pedagogical design
- Science curriculum
- Conceptual understanding