Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19454
Title: 
Designing boundary activity for mobile learning in science inquiry
Authors: 
Keywords: 
Learning in informal spaces
Boundary object
Boundary activity
Mobile technology
Issue Date: 
2017
Citation: 
Sun, D., & Looi, C. K. (2017). Designing boundary activity for mobile learning in science inquiry. In W. Chen, J.-C. Yang, A. F. Mohd Ayub, S. L. Wong, & A. Mitrovic (Eds.), Proceedings of the 25th International Conference on Computers in Education (pp. 656-661). Retrieved from http://icce2017.canterbury.ac.nz/sites/default/files/proceedings/main/C4/Designing%20Boundary%20Activity%20for%20Mobile%20Learning%20in%20Science%20Inquiry.pdf
Abstract: 
The importance of learning in informal spaces for science education has been increasingly recognized by the educators and researcher across the countries. In this paper, with emphasis on the value of learning in informal spaces, we propose designing “boundary activity”
as the knot for tightening the linkage of learning in informal spaces and formal spaces. Based on literature review, the theoretical underpinnings are articulated for conceptualizing the “boundary object” and defining the components of “boundary activities”. The inquiry learning based on the principle of boundary activity is illustrated for informing the curriculum design and implementation in the field of mobile technology supported teaching and learning.
Description: 
This paper was published in the 2017 proceedings of the 25th International Conference on Computers in Education held at Christchurch, New Zealand from 4 - 8 December 2017
URI: 
Website: 
Appears in Collections:Conference Papers

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