Designing Boundary Activity for Mobile Learning in Science Inquiry

Abstract

The importance of learning in informal spaces for science education has been increasingly recognized by the educators and researcher across the countries. In this paper, with emphasis on the value of learning in informal spaces, we propose designing “boundary activity” as the knot for tightening the linkage of learning in informal spaces and formal spaces. Based on literature review, the theoretical underpinnings are articulated for conceptualizing the “boundary object” and defining the components of “boundary activities”. The inquiry learning based on the principle of boundary activity is illustrated for informing the curriculum design and implementation in the field of mobile technology supported teaching and learning.