You are here:

1:1 Mobile Inquiry Learning Experience for Primary Science Students--A Study of Learning Effectiveness ARTICLE

, , , , , ,

Journal of Computer Assisted Learning Volume 27, Number 3, ISSN 1365-2729 Publisher: Wiley

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.

Citation

Looi, C.K., Zhang, B., Chen, W., Seow, P., Chia, G., Norris, C. & Soloway, E. (2011). 1:1 Mobile Inquiry Learning Experience for Primary Science Students--A Study of Learning Effectiveness. Journal of Computer Assisted Learning, 27(3), 269-287. Wiley. Retrieved September 18, 2018 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

View References & Citations Map

Cited By

  1. The Role of Photoblogs in Social Studies Classroom: Learning About the People of the Civil War

    Elizabeth Barrow, Janice Anderson & Martinette Horner, The University of North Carolina at Chapel Hill, United States

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 4 (December 2017) pp. 504–521

  2. Examining Preservice Elementary Teachers’ Technology Self-Efficacy: Impact of Mobile Technology-Based Physics Curriculum

    Deepika Menon, Towson University, United States; Meera Chandrasekhar, Dorina Kosztin & Douglas Steinhoff, University of Missouri-Columbia, United States

    Contemporary Issues in Technology and Teacher Education Vol. 17, No. 3 (September 2017) pp. 336–359

  3. Metacognitive Skills Development: A Mobile Learning Approach among Pre Service Teachers

    Eunice Eyitayo Olakanmi & T. Mishack Gumbo, University of South Africa, Pretoria, South Africa, South Africa

    EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1258–1265

  4. Building Better Courses: Examining the Construct Validity of the iNACOL National Standards for Quality Online Courses

    David Adelstein, Wayne State University, United States; Michael Barbour, Sacred Heart University, United States

    Journal of Online Learning Research Vol. 2, No. 1 (Mar 31, 2016) pp. 41–73

  5. Promoting Metacognitive Skills Among Undergraduate First Year Students Studying Computer Programming Using Mobile Devices

    Eunice Olakanmi, University of Johannesburg, South Africa, South Africa; Duan van der Westhuizen & Jacqui Chetty, University of Johannesburg, South Africa

    EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 1753–1759

  6. Smartphones as Learning Devices in Primary School:A Case Study from Singapore

    Ferial Khaddage, Deakin University, Australia; Gerald Knezek & Cathie Norris, University of North Texas, United States; Elliot Soloway, University of Michigan, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 980–986

  7. Any Time, Any Place, Any Pace? Exploring Virtual Students Perceptions of Mobile Learning

    Michael Barbour, Sacred Heart University, United States; Tamme Quinn Grzebyk, Wayne State University, United States; John Eye, Southern Utah University, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1515–1520

  8. The Impact of Mobile Handheld Digital Devices on Student Learning: A Literature Review with Meta-Analysis

    Hans Friedel, Beth Bos, Kathryn Lee & Shaunna Smith, Texas State University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3708–3717

  9. Smartphones-Smart Students: A Review of the Literature

    Hans Friedel, Beth Bos & Kathryn Lee, Texas State University, United States

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 1862–1868

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.