An Investigation on the Performance of Applying Ubiquitous Learning Technology to Science Inquiry Learning

Abstract
Scientific inquiry learning with U-learning technology has been emerging as the promising way of science education. Although studies on the technology side of U-learning have been published, there exists very limited research on the strategies and applications of U-learning in scientific inquiry learning. In this study, based on the theory of task–technology fit we will propose a research model to investigate the factors affecting the effective adoption of U-learning in the science inquiry learning. In particular, four related issues we study: (1) whether the U-learning system based on mobile and pervasive technologies is applicable for the science inquiry learning; (2) which of the five major scientific inquiry learning tasks (i.e., engagement, exploration, explanation, elaboration, evaluation) is better suited for the U-learning technology; (3) which U-learning technology characteristic is best for which part of scientific inquiry learning tasks; and (4) if individual differences will impact the cognitive fit of learner’s use of U-learning system. The insights resulting from this research are expected to provide a context and justification for recommendations for the direction of facilitating scientific inquiry education with U-learning technology.

Keywords: science inquiry learning; U-learning

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