Fostering Personalized Learning in Science Inquiry Supported by Mobile Technologies

Autor/inn/en	Song, Yanjie; Wong, Lung-Hsiang; Looi, Chee-Kit
Titel	Fostering Personalized Learning in Science Inquiry Supported by Mobile Technologies
Quelle	In: Educational Technology Research and Development, 60 (2012) 4, S.679-701 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-012-9245-6
Schlagwörter	Field Trips; Instructional Design; Observation; Experiential Learning; Learning Processes; Lesson Plans; Science Instruction; Inquiry; Elementary School Students; Biology; Educational Technology; Computer Assisted Instruction; Handheld Devices + Suchen Sie Ihr Suchwort? Exkursion; Lesson concept; Lessonplan; Unterrichtsentwurf; Beobachtung; Experiental learning; Erfahrungsorientiertes Lernen; Learning process; Lernprozess; Lesson planning; Unterrichtsplanung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht
Abstract	In this paper, we present a mobile technology-assisted seamless learning process design where students were facilitated to develop their personalized and diversified understanding in a primary school's science topic of the life cycles of various living things. A goal-based approach to experiential learning model was adopted as the pedagogical design to support the student's personalized learning process. We chose to report the student's inquiry into the life cycles of the spinach plant and the butterfly to pinpoint the how the student's personalized learning was fostered in the experiential learning. The learning process consisted of (a) in-class enculturation and question posing; (b) out-of-class field trip observation; (c) on site reflection after observation; (c) data collection and conceptualization of life cycles in the field trip; (d) the hands-on experimentation of growing the spinach plant and rearing a butterfly after the trip at home; (e) creation of animations and composition based on the hands-on experience individually either at home or in class to re-conceptualize the life cycles of the spinach plant and the butterfly, and (f) sharing and evaluation of their work in class. Each student was assigned a smartphone on a 1:1, 24 x 7 basis, which was used by individuals to mediate their seamless learning experience across multiple contexts. Through our analysis of the learning content, processes and products, we illuminate how the goal-based approach applied to mobile-assisted experiential learning facilitates students' personalized learning and helps them to fulfill their agency in such learning experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10