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Deconstructing and reconstructing: Transforming primary science learning via a mobilized curriculum
ARTICLE

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Computers & Education Volume 55, Number 4 ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved November 19, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.06.016

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