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Future Scenarios for Mobile Science Learning

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Abstract

This paper adopts scenario planning as a methodological approach and tool to help science educators reconceptualise their use of mobile technologies across various different futures. These ‘futures’ are set out neither as predictions nor prognoses but rather as stimuli to encourage greater discussion and reflection around the use of mobile technologies in science education. Informed by the literature and our empirical data, we consider four alternative futures for science education in a mobile world, with a particular focus on networked collaboration and student agency. We conclude that ‘seamless learning’, whereby students are empowered to use their mobile technologies to negotiate across physical and virtual boundaries (e.g. between school and out-of-school activities), may be the most significant factor in encouraging educators to rethink their existing pedagogical patterns, thereby realizing some of the promises of contextualised participatory science learning.

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Authors and Affiliations

  1. The Faculty of Education, The University of Hull, Hull, HU6 7RX, UK

    Kevin Burden

  2. Faculty of Arts and Social Sciences, University of Technology (UTS), Sydney, New South Wales, Australia

    Matthew Kearney

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  1. Kevin Burden
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Correspondence to Matthew Kearney.

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Burden, K., Kearney, M. Future Scenarios for Mobile Science Learning. Res Sci Educ 46, 287–308 (2016). https://doi.org/10.1007/s11165-016-9514-1

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