Analysing tablet-enhanced inquiries in elementary science education

This paper presents primary findings of a study on inquiry-based learning with tablet-cloud systems in elementary science education. The study is investigating the situated ways in which 8 to 12 year old students (n=240) make sense of science phenomena through ICT-enhanced inquiry processes. In science education, inquiry is emphasised both as a means and an outcome. Student-centred inquiry is a promising way of learning that encourages students to explore the world and engage in critical thinking. Scientific inquiry skills are the core outcome of probably any science education. After proliferating in everyday contexts, high performing mobile devices are entering learning environments right now. But up to date, little is known about how to integrate these devices into inquiry-based science learning. Our study analyses how mobile devices re-shape the learning landscape of the inquiry-based science classroom, i.e., to what extent they facilitate the learner-led exploration and understanding of scientific phenomena and the formation of scientific thinking. Evidence is gathered through data collected by researchers (video recordings from science lessons) and students (uploading multimodal classroom productions on the internal school cloud). The preliminary analysis shows that integrating tablets into the science class is increasing the student-initiated gathering of own data and supporting interactive forms of inquiring. Moreover, technology-enhanced inquiry learning is becoming more learner-centred and open when the use of tablets is guided by a series of well-designed hands-on activities together with multiple interaction opportunities (collective or collaborative). Students quickly acknowledge the potential of these devices for gathering information, (re)-evaluating own explanations, fully documenting their science investigations, communicating targeted inquiry results or reflecting on their learning.