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Using mobile phones in support of student learning in secondary science inquiry classrooms

Abstract
This paper reports on findings from a research project concerned with how electronic networking tools (e-networked tools), such as the Internet, online forums, and mobile technologies, can support authentic science inquiry in junior secondary classrooms. It focuses on three qualitative case studies involving science teachers from two high schools together with their Year 9 and Year 10 classes. The ways teachers and students view and take up the affordances of mobile phones to support authentic science inquiry are of interest. Data were collected from teacher reflections, student interviews, a student survey, classroom observations and student work. The findings highlight three key themes that illustrate the advantage of using mobile phones as part of the classroom culture to video record group practical investigations, support students’ developing abilities to think like a scientist, and enable the sharing of learning beyond the classroom. The findings have implications for practice and can contribute to a better understanding of the ways mobile devices can support and extend science inquiry in New Zealand secondary classrooms.
Type
Journal Article
Type of thesis
Series
Citation
Khoo, E. G. L., & Otrel-Cass, K. (2017). Using mobile phones in support of student learning in secondary science inquiry classrooms. Teachers and Curriculum, 17(2), 15–23. https://doi.org/10.15663/tandc.v17i2.285
Date
2017
Publisher
Wilf Malcolm Institute of Educational Research
Degree
Supervisors
Rights
Copyright © 2017 Elaine Khoo, Kathrin Otrel-Cass. This article is distributed under the terms of the Creative Commons 3.0 License (https://creativecommons.org/licenses/by-nc-sa/3.0/)