Design and Implement Boundary Activity based Learning (BABL) principle in science inquiry: An exploratory study

Design and Implement Boundary Activity based Learning (BABL) principle in science inquiry: An exploratory study

• Sun, Daner The Education University of Hong Kong
• Looi, Chee Kit National Institute of Education, Nanyang Technological University
• Yang, Yuqin Cental China Normal University
• Sun, Jin The Education University of Hong Kong

Educational Technology and Society, 23(4), 147-162, 2020

International Forum of Educational Technology and Society

2020

• G 課程與教學:個別教學範疇
  • GD 科學及科技
    • GDC 教學方法與效果

Boundary Object Boundary Activity Based Learning (BABL) Principle Science Inquiry Crossing Learning Contexts

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

• View Full Text 全文連結

Guided by the Boundary Activity based Learning (BABL) principle, mobile technology-supported inquiry learning activities were implemented in a primary four science class in Hong Kong. An exploratory study was conducted to examine the effects of the BABL guided inquiry activities on students' learning performance and to explore how the key element, the boundary object, operated in different learning spaces. In the study, mixed research methods were used to evaluate students' conceptual understanding and their engagement in and attitudes toward BABL activities. The reciprocal interactions of students' cognition were qualitatively analyzed in terms of the forms and functions of boundary objects in the BABL environment. The results showed that students made significant improvements in conceptual understanding and were engaged in BABL activities. The study also revealed that the generation of abstract boundary objects, together with physical boundary objects, promoted students' learning and thinking as they shuttled between the classroom and the outside. This research contributes to informing educators about how to design and implement technology-supported teaching and learning through the use of boundary objects in crossing learning contexts. Copyright © 2020 International Forum of Educational Technology & Society.

• 英文

期刊論文

• 14364522

https://bibliography.lib.eduhk.hk/tc/bibs/b6b7c910

2021-05-20