DESIGNING A SCIENCE MOBILE LEARNING SCENARIO THAT IMPLEMENTS INQUIRY-BASED LEARNING TO ACHIEVE BETTER INQUIRY SKILL

Abstract

Learning science demands an authentic learning experience with direct experiential learning. Science lesson at school, particularly physics, is expected to create learning activity that could facilitate students’ experience and construction of science understandings through inquiry-based learning. Mobile technology could facilitate learning across context and promote students’ inquiry skills. For that reason, there is a necessity to design a novel science instructional strategies which could promote inquiry skills through mobile learning. This study focuses on designing an effective science mobile learning scenario to promote learners’ inquiry skills and asking science teachers their views as informant about the implementation of that learning scenario. This research takes a Design-based research approach to design learning scenario which implements inquiry-based learning and integrates a mobile technology (Arduino Science Journal App). The learning scenario employs inquiry-based learning and situated learning activity where students are given the opportunity to do a real-time data collection method. Results indicate a common belief of science teachers that inquiry phases were represented in the learning scenario and mobile learning is clearly support the idea of how physics characteristic match well with Arduino Science Journal App. Accordingly, to better the design in future work, several recommendations were suggested which mainly focus on pedagogical factors, including (i) comprehensive classroom management; (ii) revisit the previous lesson; (iii) the need to include experiment and; (iv) additional deeper learning for a more meaningful physics lesson.