Design and Implementation of the Boundary Activity Based Learning (BABL) Principle in Science Inquiry: An Exploratory Study

Autor/inn/en	Sun, Daner; Looi, Chee-Kit; Yang, Yuqin; Sun, Jin
Titel	Design and Implementation of the Boundary Activity Based Learning (BABL) Principle in Science Inquiry: An Exploratory Study
Quelle	In: Educational Technology & Society, 23 (2020) 4, S.147-162 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Active Learning; Learning Activities; Inquiry; Science Instruction; Informal Education; Scientific Concepts; Concept Formation; Program Effectiveness; Foreign Countries; Elementary School Students; Grade 4; Elementary School Science; Educational Technology; Technology Uses in Education; Student Attitudes; Discussion (Teaching Technique); Cooperative Learning; Hong Kong + Suchen Sie Ihr Suchwort? Aktives Lernen; Lernaktivität; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Informelle Bildung; Nichtformale Bildung; Concept learning; Begriffsbildung; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Kooperatives Lernen; Hongkong
Abstract	Guided by the Boundary Activity based Learning (BABL) principle, mobile technology-supported inquiry learning activities were implemented in a primary four science class in Hong Kong. An exploratory study was conducted to examine the effects of the BABL guided inquiry activities on students' learning performance and to explore how the key element, the boundary object, operated in different learning spaces. In the study, mixed research methods were used to evaluate students' conceptual understanding and their engagement in and attitudes toward BABL activities. The reciprocal interactions of students' cognition were qualitatively analyzed in terms of the forms and functions of boundary objects in the BABL environment. The results showed that students made significant improvements in conceptual understanding and were engaged in BABL activities. The study also revealed that the generation of abstract boundary objects, together with physical boundary objects, promoted students' learning and thinking as they shuttled between the classroom and the outside. This research contributes to informing educators about how to design and implement technology-supported teaching and learning through the use of boundary objects in crossing learning contexts. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01