Show simple item record

dc.contributor.authorBlackmore, Karen
dc.contributor.authorRønningsbakk, Lisbet
dc.date.accessioned2023-08-17T08:28:43Z
dc.date.available2023-08-17T08:28:43Z
dc.date.issued2023-05-19
dc.description.abstractThis three-year longitudinal case study focused on the deployment of mobile technology in the form of tablet computers (iPads), during Inquiry Based Science Education (IBSE). The research took place in a larger than average primary school in the West Midlands, UK, which showed a strong commitment to Technology Enhanced Learning (TEL) resulting in iPads being used as an integral learning tool, across the entire curriculum. During the research, pupils in Upper Key Stage Two (10–11 year olds) were observed taking part in science weeks which consisted of intense periods of science inquiry, much of which was child-led. The impact of the embedded use of iPads was monitored by scrutinising pupils’ work in the form of multimedia presentations and experimental reports. Pupils’ learning behaviours and attitudes to mobile technology were explored through observations and paired interviews. The embedded use of iPads during IBSE was shown to increase science knowledge acquisition and support scientific literacy, recording of processes and aid understanding of working scientifically. Furthermore, iPads were shown to afford opportunities for personalisation of scientific learning experiences and foster collaboration at several levels, factors which were highly valued by the pupils. The outcomes of this study can be used to further inform the refinement of m-learning strategies in primary science and illuminate opportunities for developing the practice of science pedagogues.en_US
dc.identifier.citationBlackmore, Rønningsbakk. Let us explain everything: pupils’ perspectives of the affordances of mobile technology during primary science inquiry. Frontiers in Education. 2023;8en_US
dc.identifier.cristinIDFRIDAID 2155036
dc.identifier.doi10.3389/feduc.2023.1168459
dc.identifier.issn2504-284X
dc.identifier.urihttps://hdl.handle.net/10037/30016
dc.language.isoengen_US
dc.publisherFrontiers Mediaen_US
dc.relation.journalFrontiers in Education
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2023 The Author(s)en_US
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en_US
dc.rightsAttribution 4.0 International (CC BY 4.0)en_US
dc.titleLet us explain everything: pupils’ perspectives of the affordances of mobile technology during primary science inquiryen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


File(s) in this item

Thumbnail

This item appears in the following collection(s)

Show simple item record

Attribution 4.0 International (CC BY 4.0)
Except where otherwise noted, this item's license is described as Attribution 4.0 International (CC BY 4.0)