The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: An Exploratory Study

Autor/inn/en	Sun, Daner; Looi, Chee-Kit; Wu, Longkai; Xie, Wenting
Titel	The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: An Exploratory Study
Quelle	In: Research in Science Education, 46 (2016) 4, S.547-573 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-015-9471-0
Schlagwörter	Science Curriculum; Curriculum Design; Innovation; Educational Innovation; Electronic Learning; Foreign Countries; Inquiry; Educational Technology; Communities of Practice; Case Studies; Experienced Teachers; Science Teachers; Adoption (Ideas); Intervention; Teacher Competencies; Discussion (Teaching Technique); Questioning Techniques; Learning Processes; Science Instruction; Science Tests; Science Achievement; Instructional Design; Faculty Development; Student Improvement; Singapore + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Instructional innovation; Bildungsinnovation; Ausland; Unterrichtsmedien; Community; Case study; Fallstudie; Case Study; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ideas; Ideenfindung; Lehrkunst; Befragungstechnik; Fragetechnik; Learning process; Lernprozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Singapur
Abstract	With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear program of school-based research. The foci of this paper is on the design principles of the curriculum and its enactment, and the establishment of a teacher learning community. Through elucidating the design features of the innovative curriculum and evaluating teacher and student involvement in science instruction and learning, we introduce the science curriculum, called Mobilized 5E Science Curriculum (M5ESC), and present a representative case study of how one experienced teacher and her class adopted the curriculum. The findings indicate the intervention promoted this teacher's questioning competency, enabled her to interact with students frequently and flexibly in class, and supported her technology use for promoting different levels of cognition. Student learning was also improved in terms of test achievement and activity performance in and out of the classroom. We propose that the study can be used to guide the learning design of mobile technology-supported curricula, as well as teacher professional development for curriculum enactment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01