Sun Daner, Looi Chee-Kit
1Department of Mathematics and Information Technology, The Hong Kong Institute of Education, Hong Kong, SAR China.
2National Institute of Education, Nanyang Technological University, Singapore, Singapore.
Res Pract Technol Enhanc Learn. 2017;12(1):3. doi: 10.1186/s41039-016-0040-6. Epub 2016 Jul 30.
The research on mobile learning in science lacks in-depth investigation of the learning process. In this paper, we describe the implementation of a mobile technology-supported science curriculum developed by design-based approach. The long-term data collection and trace of learning process enable the exploration of students' participation and identifying potential factors in mobile learning. Employing mixed research methods, the study presents the differences of students' engagement in mobile activity. It was found out that the participation of students in doing the mobile activities varied regarding the types of mobile tools, topics, class levels, and teacher feedback. The findings unfolded the factors affecting student activity participation behavior in mobile science learning and the problems encountered by the mobile science curriculum implementation. The results could potentially inform curriculum design and implementation supported by mobile technology, as well as support professional development of science teachers.
关于科学领域移动学习的研究缺乏对学习过程的深入调查。在本文中，我们描述了一种通过基于设计的方法开发的移动技术支持的科学课程的实施情况。长期的数据收集和对学习过程的追踪使得探索学生的参与情况以及识别移动学习中的潜在因素成为可能。采用混合研究方法，该研究呈现了学生在移动活动中的参与差异。研究发现，学生参与移动活动的情况因移动工具类型、主题、班级水平和教师反馈而异。这些发现揭示了影响学生在移动科学学习中活动参与行为的因素以及移动科学课程实施过程中遇到的问题。研究结果可能为移动技术支持的课程设计与实施提供参考，同时也为科学教师的专业发展提供支持。
