Inquiry‐based mobile learning in secondary school science education: A systematic review.
Recent years have seen a growing call for inquiry‐based learning in science education, and mobile technologies are perceived as increasingly valuable tools to support this approach. However, there is a lack of understanding of mobile technology‐supported inquiry‐based learning (mIBL) in secondary sc...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 1; pp. 1 - 24 |
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| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=148185166&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 148185166 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2021 vid: 37 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 148185166 146643453 148185166 148185166 10.1111/jcal.12505 148185166 ppf: 1 ppct: 23 formats: tig: atl: Inquiry‐based mobile learning in secondary school science education: A systematic review. aug: au: Liu, Caihua Zowghi, Didar Kearney, Matthew Bano, Muneera affil: Faculty of Engineering and Information Technology, University of Technology Sydney, Ultimo New South Wales,, Australia sug: subj: Schools, Secondary Science Education Learning Methods Human Systematic Review ab: Recent years have seen a growing call for inquiry‐based learning in science education, and mobile technologies are perceived as increasingly valuable tools to support this approach. However, there is a lack of understanding of mobile technology‐supported inquiry‐based learning (mIBL) in secondary science education. More evidence‐based, nuanced insights are needed into how using mobile technologies might facilitate students' engagement with various levels of inquiry and enhance their science learning. We, therefore, conducted a robust systematic literature review (SLR) of the research articles on mIBL in secondary school science education that have been published from 2000 to 2019. We reviewed and analysed 31 empirical studies (34 articles) to explore the types of mIBL, and the benefits and constraints of mIBL in secondary school science education. The findings of this SLR suggest new research areas for further exploration and provide implications for science teachers' selection, use and design of mIBL approaches in their teaching. Lay Description: What is already known about this topic?: Inquiry‐based learning (IBL) in science education is a pedagogical approach in which students' learning is driven by an investigative question.The use of mobile technologies can create customized learning opportunities for science students.Mobile technology‐supported IBL (mIBL) can enable seamless science learning experiences. What this paper adds?: Presents a systematic review of empirical studies of mIBL in secondary school science education published from 2000 to 2019;Describes the fundamental research foci, settings and contexts of mIBL studies;Develops a synthesis of 31 empirical studies leading to a categorization of types of mIBL; andPresents the benefits and constraints of mIBL in science education. Implications for practice and/or policy: Provide opportunities for science teachers to rethink the use of different types of mIBL;Learn how to organize activities for implementing various types of mIBL;Inform developers and policymakers about ways of using mobile technologies to support IBL;Outline future research developments of mIBL in secondary science education. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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