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

Research output: Contribution to journalArticlepeer-review

102 Scopus citations

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.

Original languageEnglish
Pages (from-to)1504-1523
Number of pages20
JournalComputers and Education
Volume55
Issue number4
DOIs
StatePublished - Dec 2010

Keywords

  • Computer-mediated communication
  • Curriculum development
  • Elementary education
  • Mobile learning
  • Science Education
  • Teaching/learning strategies

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