Mobile technologies: prospects for their use in learning in informal science settings
Mobile technologies: prospects for their use in learning in informal science settings
复制标题
移动技术：其在非正式科学环境中学习中的应用前景
DOI：
10.5334/2005-25
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发表时间：
2005
影响因子：
3
通讯作者：
Jenny Waycott
中科院分区：
文献类型：
--
作者：
E. Scanlon;Ann C. Jones;Jenny Waycott
翻译后摘要：移动的技术的最新发展提供了潜在的支持学习者学习各种科目。在本文中，我们探讨了有关科学学习者的可能性，特别是侧重于科学学习者在非正式环境中，并反映了一些最近的项目，以考虑这种工作的前景。关于非正式学习的辩论承认这一领域的复杂性和界定非正式学习的困难。一种观点认为，学习发生的环境是从正式环境（如大学）到社会结构（如友谊团体）的连续体（Sefton-Green，2004年）。在这个非常“非正式”的光谱末端，关于使用移动的设备进行科学学习的文献目前很少，因此在本文中，我们反映了整个连续体的一些项目和可能性。我们主要关注的是移动的设备如何支持科学和研究方面的非正式学习。最近的一些移动的学习研究使用了活动理论的观点，包括我们讨论的案例研究之一，在本文的最后部分，我们强调了活动理论的影响，帮助我们考虑学习环境的复杂性编辑：Ann Jones，Agnes Kukulska-Hulme和Daisy姆万扎。
评论家：乔斯林·维沙特（布里斯托），乔治·罗伯茨（牛津布鲁克斯），达娜·斯坦顿·弗雷泽（巴斯）。
Abstract: Recent developments in mobile technologies have offered the potential to support learners studying a variety of subjects. In this paper we explore the possibilities related to science learners and in particular focus on science learners in informal settings and reflect on a number of recent projects in order to consider the prospects for such work. The debate on informal learning acknowledges the complexity of the area and the difficulty of defining informal learning. One view is to consider the settings in which learning takes place as a continuum from formal settings, e.g. university, to social structures, e.g. friendship groups (Sefton-Green, 2004). The literature on science learning with mobile devices at this very 'informal' end of the spectrum is currently sparse and so in the paper we reflect on some projects and possibilities across the continuum. Our main focus is how mobile devices can support informal learning in science and research possibilities. Some of the recent research on mobile learning has used an activity theoretical perspective, including one of the case studies we discuss and in the final part of the paper we highlight the influence of activity theory in helping us to consider the complexity of the learning settings Editors: Ann Jones, Agnes Kukulska-Hulme and Daisy Mwanza.
Reviewers: Jocelyn Wishart (Bristol), George Roberts (Oxford Brookes), Danae Stanton Fraser (Bath).