Learning primary science by inquiry: What does a technology-enabled curriculum look like?

Daner SUN, Chee-Kit LOOI

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Many science reform efforts have emphasized the learning of science using inquiry-based methods. With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to empower science inquiry in schools. Building on the research literature, we focus on articulating a holistic science curriculum, namely the Mobilized 5E Science Curriculum (M5ESC), which harnesses the affordances of mobile technology to support anywhere, anytime learning in and out of the classroom. This curriculum is the outcome of a 6-year longitudinal design-based research study in a Singapore school, in which a science curriculum was co-designed, enacted and refined through iterative design cycles by science teachers working with university researchers. We describe the curriculum development theory, the learning design principles, the inquiry-based instructional principles, and the notion of seamless learning, which are the key aspects of the curriculum. Our discussion does not portray a static image or snapshot of a curriculum innovation but also presents the design processes that affect the curriculum development and thereby inform the research and practice of the technology-supported curricula. Copyright © 2018 selection and editorial matter, Kerry J. Kennedy and John Chi-Kin Lee; individual chapters, the contributors.
Original languageEnglish
Title of host publicationRoutledge international handbook of schools and schooling in Asia
EditorsKerry J. KENNEDY, John Chi-Kin LEE
Place of PublicationNew York
PublisherRoutledge
Pages144-155
ISBN (Electronic)9781315694382
ISBN (Print)9781138908499
DOIs
Publication statusPublished - 2018

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curriculum
science
learning
curriculum development
curriculum theory
development theory
school
Singapore
innovation
classroom
reform
university
teacher

Citation

Sun, D., & Looi, C.-K. (2018). Learning primary science by inquiry: What does a technology-enabled curriculum look like? In K. J. Kennedy & J. C.-K. Lee (Eds.), Routledge international handbook of schools and schooling in Asia (pp. 144-155). New York: Routledge.