TY - JOUR
T1 - Exploring science pedagogy on the web 2.0/mobile border
T2 - Teachers’ views of a mobile wiki-based inquiry approach
AU - Oon, Pey Tee
AU - Pegrum, Mark
AU - Stevenson, Michael
AU - Benson, Spencer
N1 - Funding Information:
Author contributions: All authors have sufficiently contributed to the study and agreed with the results and conclusions. Funding: This work was supported by The University of Macau. Ethical statement: Ethics approval was granted by the University of Macau, and standard ethical protocols were followed throughout. Participation was voluntary, and principals, teachers and students could withdraw at any time (though none did). All data have been anonymized, with pseudonyms being used in the analysis. Declaration of interest: No conflict of interest is declared by authors. Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author.
Publisher Copyright:
© 2023 by the authors; licensee Modestum. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/)
PY - 2023
Y1 - 2023
N2 - This paper reports on teachers’ experiences of a 10-week, wiki-based, predominantly mobile science education intervention for secondary school students. It was designed to shift traditional pedagogical approaches towards more inquiry-based approaches by combining the strengths of wikis and mobile smart devices. The four participating Macau science teachers, with shared responsibility for 250 students, noted greater student engagement and reported some shifts towards more constructivist pedagogy and more active student learning. Evidence emerged of the value of personalization, collaboration, online feedback, and authentic learning, but the lack of mobile optimization of the wiki platform negatively impacted the degree of personalization, collaboration and authenticity. Lessons were learned about the need for educational technology interventions to carefully consider the intersection between software and hardware; the reasons for the recent decline of wikis as educational tools; and the ongoing educational value of web 2.0-style
AB - This paper reports on teachers’ experiences of a 10-week, wiki-based, predominantly mobile science education intervention for secondary school students. It was designed to shift traditional pedagogical approaches towards more inquiry-based approaches by combining the strengths of wikis and mobile smart devices. The four participating Macau science teachers, with shared responsibility for 250 students, noted greater student engagement and reported some shifts towards more constructivist pedagogy and more active student learning. Evidence emerged of the value of personalization, collaboration, online feedback, and authentic learning, but the lack of mobile optimization of the wiki platform negatively impacted the degree of personalization, collaboration and authenticity. Lessons were learned about the need for educational technology interventions to carefully consider the intersection between software and hardware; the reasons for the recent decline of wikis as educational tools; and the ongoing educational value of web 2.0-style
KW - inquiry approaches
KW - mobile learning
KW - qualitative research
KW - science education
KW - wikis
UR - http://www.scopus.com/inward/record.url?scp=85150178440&partnerID=8YFLogxK
U2 - 10.29333/ejmste/12820
DO - 10.29333/ejmste/12820
M3 - Article
AN - SCOPUS:85150178440
SN - 1305-8215
VL - 19
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 1
M1 - em2218
ER -