Future Scenarios for Mobile Science Learning

Burden, K; Kearney, M

Future Scenarios for Mobile Science Learning

Burden, K Kearney, M

Permalink

Publication Type:: Journal Article
Citation:: Research in Science Education, 2016, 46 (2), pp. 287 - 308
Issue Date:: 2016-04-01

Closed Access

	Filename	Description	Size
	art%3A10.1007%2Fs11165-016-9514-1.pdf	Published Version	656.81 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Burden, K	en_US
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418	en_US
dc.date.issued	2016-04-01	en_US
dc.identifier.citation	Research in Science Education, 2016, 46 (2), pp. 287 - 308	en_US
dc.identifier.issn	0157-244X	en_US
dc.identifier.uri	http://hdl.handle.net/10453/115877
dc.description.abstract	© 2016, Springer Science+Business Media Dordrecht. This paper adopts scenario planning as a methodological approach and tool to help science educators reconceptualise their use of mobile technologies across various different futures. These ‘futures’ are set out neither as predictions nor prognoses but rather as stimuli to encourage greater discussion and reflection around the use of mobile technologies in science education. Informed by the literature and our empirical data, we consider four alternative futures for science education in a mobile world, with a particular focus on networked collaboration and student agency. We conclude that ‘seamless learning’, whereby students are empowered to use their mobile technologies to negotiate across physical and virtual boundaries (e.g. between school and out-of-school activities), may be the most significant factor in encouraging educators to rethink their existing pedagogical patterns, thereby realizing some of the promises of contextualised participatory science learning.	en_US
dc.relation.ispartof	Research in Science Education	en_US
dc.relation.isbasedon	10.1007/s11165-016-9514-1	en_US
dc.subject.classification	Education	en_US
dc.title	Future Scenarios for Mobile Science Learning	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	46	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	46	en_US

Abstract:

© 2016, Springer Science+Business Media Dordrecht. This paper adopts scenario planning as a methodological approach and tool to help science educators reconceptualise their use of mobile technologies across various different futures. These ‘futures’ are set out neither as predictions nor prognoses but rather as stimuli to encourage greater discussion and reflection around the use of mobile technologies in science education. Informed by the literature and our empirical data, we consider four alternative futures for science education in a mobile world, with a particular focus on networked collaboration and student agency. We conclude that ‘seamless learning’, whereby students are empowered to use their mobile technologies to negotiate across physical and virtual boundaries (e.g. between school and out-of-school activities), may be the most significant factor in encouraging educators to rethink their existing pedagogical patterns, thereby realizing some of the promises of contextualised participatory science learning.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/115877