Deconstructing and reconstructing: Transforming primary science learning via a mobilized curriculum
BaoHui Zhang, Chee-Kit Looi, Peter Seow, Gean Chia, Lung-Hsiang Wong, Wenli Chen, Hyo-Jeong So, Elliot Soloway, Cathie Norris
Computers & Education Volume 55, Number 4 ISSN 0360-1315 Publisher: Elsevier Ltd
The history of science education reform has been fundamentally centered around science curriculum development and implementation. The advent of mobile technologies has necessitated a re-examination of how students could better learn science through these 21st century tools. Conventional teaching materials may not prepare students to learn the inquiry way and to become self-directed and social learners who could learn “everywhere and all the time (seamlessly)” using mobile technologies. This paper is based on our first year of work in our mobile learning research project in transforming primary three science lessons into a “mobilized” curriculum for a classroom context in which students routinely use mobile technologies. Using an exemplar fungi topic, we discuss our approach as well as experiences in deconstructing and reconstructing an existing curriculum through a co-design approach with teachers in a Singapore local school. In doing so, we make a contribution to the methodology for developing mobilized science curricula for in-class learning that also extends to out-of-class learning.
Zhang, B., Looi, C.K., Seow, P., Chia, G., Wong, L.H., Chen, W., So, H.J., Soloway, E. & Norris, C. Deconstructing and reconstructing: Transforming primary science learning via a mobilized curriculum. Computers & Education, 55(4), 1504-1523. Elsevier Ltd.
Cited ByView References & Citations Map
Kevin Lucey & Misook Heo, Duquesne University, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3080–3086
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