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Boundary interaction: Towards developing a mobile technology‐enabled science curriculum to integrate learning in the informal spaces
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Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/(sici)1098-237x(199711)81:6<749::aid-sce10>3.0.co;2-iopenalex-snapshot
Models and discourse: A primary school science class visit to a museum
inferredcites →https://doi.org/10.1002/sce.21037openalex-snapshot
Using transformative boundary objects to create critical engagement in science: A case study
inferredcites →https://doi.org/10.1002/tea.21129openalex-snapshot
Clarifying the complexities of school–museum interactions: Perspectives from two communities
inferredcites →https://doi.org/10.1007/s11165-015-9471-0openalex-snapshot
The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: an Exploratory Study
inferredcites →https://doi.org/10.1007/s11423-012-9245-6openalex-snapshot
Fostering personalized learning in science inquiry supported by mobile technologies
inferredcites →https://doi.org/10.1016/j.compedu.2011.06.007openalex-snapshot
What seams do we remove in mobile-assisted seamless learning? A critical review of the literature
inferredcites →https://doi.org/10.1016/j.compedu.2012.11.017openalex-snapshot
Abductive science inquiry using mobile devices in the classroom
inferredcites →https://doi.org/10.1016/j.compedu.2014.04.011openalex-snapshot
Implementing mobile learning curricula in a grade level: Empirical study of learning effectiveness at scale
inferredcites →https://doi.org/10.1016/j.iheduc.2006.10.005openalex-snapshot
Meaningful interaction in web-based learning: A social constructivist interpretation
inferredcites →https://doi.org/10.1080/03057269608560085openalex-snapshot
Bridging the Gap Between Formal and Informal Science Learning
inferredcites →https://doi.org/10.1080/09500690116971openalex-snapshot
Relationships among informal learning environments, teaching procedures and scientific reasoning ability
inferredcites →https://doi.org/10.1080/09500690500498419openalex-snapshot
Towards a More Authentic Science Curriculum: The contribution of out‐of‐school learning
inferredcites →https://doi.org/10.1080/09500690600802254openalex-snapshot
Supporting Teachers on Science‐focused School Trips: Towards an integrated framework of theory and practice
inferredcites →https://doi.org/10.1080/09500693.2010.516030openalex-snapshot
The Relationship between Students' Connections to Out‐of‐School Experiences and Factors Associated with Science Learning
inferredcites →https://doi.org/10.1080/10508406.2014.944642openalex-snapshot
Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom
inferredcites →https://doi.org/10.1111/j.1467-8535.2012.01362.xopenalex-snapshot
The five central psychological challenges facing effective mobile learning
inferredcites →https://doi.org/10.1142/s1793206808000525openalex-snapshot
THE ROLE OF MOBILE DEVICES IN FACILITATING COLLABORATIVE INQUIRYIN SITU
inferredcites →https://doi.org/10.1177/030631289019003001openalex-snapshot
Institutional Ecology, `Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39
inferredcites →https://doi.org/10.1179/msi.2009.4.1.113openalex-snapshot
Learning Science in Informal Environments: People, Places, and Pursuits
inferredcites →https://doi.org/10.1504/ijmlo.2011.038689openalex-snapshot
Challenges in designing seamless-learning scenarios: affective and emotional effects on external representations
inferredcites →https://doi.org/10.19173/irrodl.v17i3.2344openalex-snapshot
Blending Formal and Informal Learning Networks for Online Learning
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Technology-Mediated Assessment in Crossover Learning Assessment Design (CLAD): A Case from Sustainable Engineering Design Education
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Technology-Mediated Assessment in Crossover Learning Assessment Design (CLAD): A Case from Sustainable Engineering Design Education
inferred← citeshttps://doi.org/10.1007/978-981-13-3071-1_4openalex-snapshot
An Inspiration from Border Crossing: Principle of Boundary Activity for Integrating Learning in the Formal and Informal Spaces
inferred← citeshttps://doi.org/10.1007/978-981-13-9652-6openalex-snapshot
Project and Design Literacy as Cornerstones of Smart Education
inferred← citeshttps://doi.org/10.1007/978-981-13-9652-6_17openalex-snapshot
Meaningful Learning by Creating Technology-Mediated Knowledge Boundary Objects Between School and the Workplace
inferred← citeshttps://doi.org/10.1007/s11423-020-09806-0openalex-snapshot
The influence of university students’ learning beliefs on their intentions to use mobile technologies in learning: a study in China and Spain
inferred← citeshttps://doi.org/10.1007/s40299-020-00545-7openalex-snapshot
Female Preschool Teachers’ Perceptions of Mobile Communities and Teacher Self-efficacy for Professional Development: The Mediating Effects of Trust and Interaction via Mobile Apps
inferred← citeshttps://doi.org/10.1080/09500693.2019.1693081openalex-snapshot
An exploration of primary school students’ perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning
inferred← citeshttps://doi.org/10.1080/10494820.2023.2249049openalex-snapshot
Improving computational thinking: the role of students’ networking skills and digital informal learning
inferred← citeshttps://doi.org/10.1108/ijilt-06-2022-0130openalex-snapshot
Towards a comprehensive perspective to making learning a part of life: a response to Fischer et al.'s contribution
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Supporting outdoor inquiry learning (SOIL): Teachers as designers of mobile‐assisted seamless learning
inferred← citeshttps://doi.org/10.1111/bjet.13095openalex-snapshot
Promoting children's inquiry performances in alternate reality games: A mobile concept mapping‐based questioning approach
inferred← citeshttps://doi.org/10.1111/bjet.13210openalex-snapshot
Moderator effects of mobile users' pedagogical role on science learning: A meta‐analysis
inferred← citeshttps://doi.org/10.1111/jcal.12212openalex-snapshot
Facilitating application of language skills in authentic environments with a mobile learning system
inferred← citeshttps://doi.org/10.19128/turje.613091openalex-snapshot
Children’s science learning outside school: Parental support
inferred← citeshttps://doi.org/10.30191/ets.202010_23(4).0010openalex-snapshot
Design and implementation of the boundary activity based learning (BABL) principle in science inquiry: An exploratory study
inferred← citeshttps://doi.org/10.3390/su142315527openalex-snapshot
Developing an AI-Based Learning System for L2 Learners’ Authentic and Ubiquitous Learning in English Language
inferred← citeshttps://doi.org/10.35445/alishlah.v14i2.1098openalex-snapshot
The Use of Mobile Learning in Elementary School: Is It Important?
inferred← citeshttps://doi.org/10.4018/978-1-7998-1461-0.ch008openalex-snapshot
Integrating Digital Literacy in Competency-Based Curriculum
inferred← citeshttps://doi.org/10.4018/ijmbl.2021010105openalex-snapshot
Design Principles of Mobile Learning Frameworks
inferred← citeshttps://doi.org/10.4236/ce.2019.106096openalex-snapshot
Mobile Learning in Science: A Study in Secondary Education in Greece
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