1:1 Mobile Inquiry Learning Experience for Primary Science Students--A Study of Learning Effectiveness
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| Title: | 1:1 Mobile Inquiry Learning Experience for Primary Science Students--A Study of Learning Effectiveness |
|---|---|
| Language: | English |
| Authors: | Looi, C.-K, Zhang, B., Chen, W., Seow, P., Chia, G., Norris, C., Soloway, E. |
| Source: | Journal of Computer Assisted Learning. Jun 2011 27(3):269-287. |
| Availability: | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Elementary Secondary Education Grade 3 |
| Descriptors: | Foreign Countries, Electronic Learning, Learning Experience, Science Education, Science Curriculum, Grade 3, Experimental Groups, Inquiry, Science Instruction, Elementary School Students, Handheld Devices, Mobility, Design, Comparative Analysis, Instructional Effectiveness |
| Geographic Terms: | Singapore |
| DOI: | 10.1111/j.1365-2729.2010.00390.x |
| ISSN: | 0266-4909 |
| Abstract: | This paper presents the findings of a research project in which we transformed a primary (grade) 3 science curriculum for delivery via mobile technologies, and a teacher enacted the lessons over the 2009 academic year in a class in a primary school in Singapore. The students had a total of 21 weeks of the mobilized lessons in science, which were co-designed by teachers and researchers by tapping into the affordances of mobile technologies for supporting inquiry learning in and outside of class. We examine the learning effectiveness of the enacted mobilized science curriculum. The results show that among the six mixed-ability classes in primary (grade) 3 in the school, the experimental class performed better than other classes as measured by traditional assessments in the science subject. With mobilized lessons, students were found to learn science in personal, deep and engaging ways as well as developed positive attitudes towards mobile learning. |
| Abstractor: | As Provided |
| Number of References: | 20 |
| Entry Date: | 2011 |
| Accession Number: | EJ928491 |
| Database: | ERIC |
| Abstract: | This paper presents the findings of a research project in which we transformed a primary (grade) 3 science curriculum for delivery via mobile technologies, and a teacher enacted the lessons over the 2009 academic year in a class in a primary school in Singapore. The students had a total of 21 weeks of the mobilized lessons in science, which were co-designed by teachers and researchers by tapping into the affordances of mobile technologies for supporting inquiry learning in and outside of class. We examine the learning effectiveness of the enacted mobilized science curriculum. The results show that among the six mixed-ability classes in primary (grade) 3 in the school, the experimental class performed better than other classes as measured by traditional assessments in the science subject. With mobilized lessons, students were found to learn science in personal, deep and engaging ways as well as developed positive attitudes towards mobile learning. |
|---|---|
| ISSN: | 0266-4909 |
| DOI: | 10.1111/j.1365-2729.2010.00390.x |
