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|Title:||Exploring How Mobile Technology Provides Inquiry Supports for Middle School Students in Conducting Scientific Practices in a Ubiquitous Learning Context|
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Lo, W., Kuhn, A., Quintana, C., Delen, I., McGee, S., & Duck, J. (2014). Exploring How Mobile Technology Provides Inquiry Supports for Middle School Students in Conducting Scientific Practices in a Ubiquitous Learning Context. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 947-951.|
|Abstract:||In a ubiquitous learning context, students can conduct scientific practices by using mobile and wireless technologies inside and/or outside of school. This particular learning context provides learning opportunities for students to collect and evaluate first-hand data anytime anywhere. However, learning challenges emerge in ubiquitous learning context when students are situated in both non-traditional classroom setting and information-rich out-of- class setting. To identify and address students' challenges in ubiquitous learning context, this study takes a longitudinal view to examine students' scientific practices throughout a school year. This paper explores how mobile and wireless technology can provide students with inquiry supports in conducting scientific practices, which include collecting qualitative multimedia data, evaluating and using first-hand collected qualitative data to construct scientific explanations in three different ubiquitous learning environments.|
|Appears in Collections:||ICLS2014|
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