Inquiry-based Mobile Learning in Secondary School Science Education: A Systematic Review

Liu, C; Zowghi, D; Kearney, M; Bano, M

Inquiry-based Mobile Learning in Secondary School Science Education: A Systematic Review

Liu, C Zowghi, D

Kearney, M

Bano, M

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Publisher:: Wiley
Publication Type:: Journal Article
Citation:: Journal of Computer Assisted Learning, 2020
Issue Date:: 2020-10-28

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Field	Value	Language
dc.contributor.author	Liu, C
dc.contributor.author	Zowghi, D https://orcid.org/0000-0002-6051-0155
dc.contributor.author	Kearney, M https://orcid.org/0000-0002-6396-0418
dc.contributor.author	Bano, M https://orcid.org/0000-0002-1447-9521
dc.date.accessioned	2021-01-06T05:16:54Z
dc.date.available	2021-01-06T05:16:54Z
dc.date.issued	2020-10-28
dc.identifier.citation	Journal of Computer Assisted Learning, 2020
dc.identifier.issn	0266-4909
dc.identifier.issn	1365-2729
dc.identifier.uri	http://hdl.handle.net/10453/145112
dc.description.abstract	Recent years have seen a growing call for inquiry‐based learning in science education, and mobile technologies are perceived as increasingly valuable tools to support this approach. However, there is a lack of understanding of mobile technology‐supported inquiry‐based learning (mIBL) in secondary science education. More evidence‐based, nuanced insights are needed into how using mobile technologies might facilitate students' engagement with various levels of inquiry and enhance their science learning. We, therefore, conducted a robust systematic literature review (SLR) of the research articles on mIBL in secondary school science education that have been published from 2000 to 2019. We reviewed and analysed 31 empirical studies (34 articles) to explore the types of mIBL, and the benefits and constraints of mIBL in secondary school science education. The findings of this SLR suggest new research areas for further exploration and provide implications for science teachers' selection, use and design of mIBL approaches in their teaching.
dc.language	English
dc.publisher	Wiley
dc.relation	http://purl.org/au-research/grants/arc/DP150101214
dc.relation.ispartof	Journal of Computer Assisted Learning
dc.relation.isbasedon	10.1111/jcal.12505
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	0899 Other Information and Computing Sciences, 1303 Specialist Studies in Education, 1702 Cognitive Sciences
dc.subject.classification	Education
dc.title	Inquiry-based Mobile Learning in Secondary School Science Education: A Systematic Review
dc.type	Journal Article
utslib.for	0899 Other Information and Computing Sciences
utslib.for	1303 Specialist Studies in Education
utslib.for	1702 Cognitive Sciences
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Graduate Research School
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/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.date.updated	2021-01-06T05:16:50Z
pubs.publication-status	Published online

Abstract:

Recent years have seen a growing call for inquiry‐based learning in science education, and mobile technologies are perceived as increasingly valuable tools to support this approach. However, there is a lack of understanding of mobile technology‐supported inquiry‐based learning (mIBL) in secondary science education. More evidence‐based, nuanced insights are needed into how using mobile technologies might facilitate students' engagement with various levels of inquiry and enhance their science learning. We, therefore, conducted a robust systematic literature review (SLR) of the research articles on mIBL in secondary school science education that have been published from 2000 to 2019. We reviewed and analysed 31 empirical studies (34 articles) to explore the types of mIBL, and the benefits and constraints of mIBL in secondary school science education. The findings of this SLR suggest new research areas for further exploration and provide implications for science teachers' selection, use and design of mIBL approaches in their teaching.

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http://hdl.handle.net/10453/145112