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Supporting outdoor inquiry learning (SOIL): Teachers as designers of mobile‐assisted seamless learning

https://doi.org/10.1111/bjet.12698
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1002/sce.20298openalex-snapshot
No silver bullet for inquiry: Making sense of teacher change following an inquiry‐based research experience for teachers
inferredcites →https://doi.org/10.1002/tea.20039openalex-snapshot
Inquiry‐based science in the middle grades: Assessment of learning in urban systemic reform
inferredcites →https://doi.org/10.1002/tea.21137openalex-snapshot
Exemplary practices in field trips to natural environments
inferredcites →https://doi.org/10.1007/978-1-4020-9827-7_14openalex-snapshot
Mobile Learning
inferredcites →https://doi.org/10.1007/978-981-10-0847-4_29openalex-snapshot
From Schools to Nature: Bridging Learning Environments in Israel
inferredcites →https://doi.org/10.1007/s10956-008-9097-3openalex-snapshot
Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View
inferredcites →https://doi.org/10.1007/s11165-016-9531-0openalex-snapshot
Teachers as Secondary Players: Involvement in Field Trips to Natural Environments
inferredcites →https://doi.org/10.1007/s11251-014-9337-2openalex-snapshot
Teacher design knowledge for technology enhanced learning: an ecological framework for investigating assets and needs
inferredcites →https://doi.org/10.1007/s11251-014-9338-1openalex-snapshot
Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units
inferredcites →https://doi.org/10.1007/s11251-014-9339-0openalex-snapshot
Teachers as participatory designers: two case studies with technology-enhanced learning environments
inferredcites →https://doi.org/10.1007/s11251-014-9340-7openalex-snapshot
Collaborative design as a form of professional development
inferredcites →https://doi.org/10.1007/s11251-014-9343-4openalex-snapshot
Teachers as designers of technology enhanced learning
inferredcites →https://doi.org/10.1007/s11412-006-8993-xopenalex-snapshot
Collaborative knowledge building using the Design Principles Database
inferredcites →https://doi.org/10.1016/j.chb.2009.01.006openalex-snapshot
The role of design-principles in designing courses that promote collaborative learning in higher-education
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.2015.11.008openalex-snapshot
The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis
inferredcites →https://doi.org/10.1016/j.compedu.2017.03.013openalex-snapshot
The use of mobile learning in PK-12 education: A systematic review
inferredcites →https://doi.org/10.1016/s0742-051x(02)00053-7openalex-snapshot
Elaborating a model of teacher professional growth
inferredcites →https://doi.org/10.1080/00461520701263368openalex-snapshot
Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)
inferredcites →https://doi.org/10.1080/10494820.2015.1113710openalex-snapshot
Understanding the concerns of teachers about leveraging mobile technology to facilitate outdoor social inquiry learning: the EduVenture experience
inferredcites →https://doi.org/10.1080/10508406.2013.812533openalex-snapshot
Principled Practical Knowledge: Not a Bridge but a Ladder
inferredcites →https://doi.org/10.1080/10508406.2014.944642openalex-snapshot
Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom
inferredcites →https://doi.org/10.1080/10508406.2014.954752openalex-snapshot
The Practicality of Principled Practical Knowledge: A Response to Janssen, Westbroek, and Doyle
inferredcites →https://doi.org/10.1080/1475939x.2014.953197openalex-snapshot
Teachers as co-designers of technology-rich learning activities for early literacy
inferredcites →https://doi.org/10.1080/15391523.2005.10782455openalex-snapshot
Technology for Curriculum And Teacher Development
inferredcites →https://doi.org/10.1111/bjet.12555openalex-snapshot
Boundary interaction: Towards developing a mobile technology‐enabled science curriculum to integrate learning in the informal spaces
inferredcites →https://doi.org/10.1111/j.1949-8594.1993.tb12254.xopenalex-snapshot
A Model for the Development and Implementation of Field Trips as an Integral Part of the Science Curriculum
inferredcites →https://doi.org/10.1353/foc.0.0026openalex-snapshot
Instruction in High Schools: The Evidence and the Challenge
inferredcites →https://doi.org/10.1504/ijlt.2011.040147openalex-snapshot
Teaching to design educational technologies
inferredcites →https://doi.org/10.15460/eder.1.2.1157openalex-snapshot
Extending the applicability of design-based research through research-practice partnerships
inferredcites →https://doi.org/10.17226/12190openalex-snapshot
Learning Science in Informal Environments
inferredcites →https://doi.org/10.2190/0ew7-01wb-bkhl-qdyvopenalex-snapshot
What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
inferredcites →https://doi.org/10.2307/1176586openalex-snapshot
What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning?
inferredcites →https://doi.org/10.2307/2084758openalex-snapshot
Experience and Education.
inferredcites →https://doi.org/10.2505/4/tst14_081_06_6openalex-snapshot
Editor's Corner: Science Teaching and Learning in the 21st Century
inferredcites →https://doi.org/10.28945/2320openalex-snapshot
Teachers as Designers of Technology-Enhanced Outdoor Inquiry
inferredcites →https://doi.org/10.3102/0013189x032001005openalex-snapshot
Design-Based Research: An Emerging Paradigm for Educational Inquiry
inferredcites →https://doi.org/10.3102/0013189x032008005openalex-snapshot
What Is an “Expert Student?”
inferredcites →https://doi.org/10.3102/0013189x033008003openalex-snapshot
Professional Development and Teacher Learning: Mapping the Terrain
inferredcites →https://doi.org/10.4135/9781071802694.n10openalex-snapshot
Analyzing and Interpreting Data
inferredcites →https://doi.org/10.4324/9780203824696openalex-snapshot
Handbook of Research on Science Education
inferredcites →https://doi.org/10.4324/9781315730486-22openalex-snapshot
The value of outdoor learning: evidence from research in the UK and elsewhere

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

inferred← citeshttps://doi.org/10.1007/978-3-031-99298-8_6openalex-snapshot
Teaching Ecology and Inquiry in the Field Through Citizen Science
inferred← citeshttps://doi.org/10.1007/978-3-658-37895-0_12openalex-snapshot
Kompetenzen des pädagogischen Personals in der digitalen Welt. Eine vergleichende Übersicht zum Forschungsstand in verschiedenen Bildungsbereichen
inferred← citeshttps://doi.org/10.1007/s10639-022-11166-6openalex-snapshot
The Effects of Mobile Technology on Learning Performance and Motivation in Mathematics Education
inferred← citeshttps://doi.org/10.1007/s10639-024-13213-wopenalex-snapshot
Mobile learning in the classroom – Should students bring mobile devices for learning, or should these be provided by schools?
inferred← citeshttps://doi.org/10.1007/s40593-022-00292-4openalex-snapshot
ML4STEM Professional Development Program: Enriching K-12 STEM Teaching with Machine Learning
inferred← citeshttps://doi.org/10.1080/00219266.2023.2192730openalex-snapshot
Have teachers’ opinions about outdoor education changed after the pandemic?
inferred← citeshttps://doi.org/10.1080/13504622.2022.2031901openalex-snapshot
Trainee teachers’ perceptions of outdoor education
inferred← citeshttps://doi.org/10.1080/14729679.2024.2371152openalex-snapshot
Perspectives of teachers, guides, and parents as stakeholders in out-of-school learning environments
inferred← citeshttps://doi.org/10.1080/19415257.2020.1787193openalex-snapshot
The participatory dimension of teachers’ self-regulated professional learning about learning design: beliefs versus behaviours
inferred← citeshttps://doi.org/10.1088/1742-6596/1876/1/012047openalex-snapshot
Preliminary research of networked-based inquiry model development to improve 21st-century competencies of students on physics learning in senior high school
inferred← citeshttps://doi.org/10.1111/bjet.12706openalex-snapshot
Teachers as designers of TEL interventions
inferred← citeshttps://doi.org/10.1111/bjet.12907openalex-snapshot
Fifty years of British Journal of Educational Technology : A topic modeling based bibliometric perspective
inferred← citeshttps://doi.org/10.1142/s2591722621400093openalex-snapshot
“We Know our Students”: Teacher Views of Inquiry-Based Learning Implementation in Light of Their Working Context
inferred← citeshttps://doi.org/10.1186/s42862-019-0004-yopenalex-snapshot
Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment
inferred← citeshttps://doi.org/10.14742/ajet.6940openalex-snapshot
Co-word analysis and academic performance from the Australasian Journal of Educational Technology in Web of Science
inferred← citeshttps://doi.org/10.17635/lancaster/thesis/714openalex-snapshot
A professional development programme for supporting teachers in the design, development, and implementation of Technology Enhanced Learning activities for teaching Arabic as a foreign language
inferred← citeshttps://doi.org/10.24042/jipfalbiruni.v8i1.3647openalex-snapshot
The Influence of Practicum-Based Outdoor Inquiry Model on Science Process Skills in Learning Physics
inferred← citeshttps://doi.org/10.2991/assehr.k.210312.089openalex-snapshot
Learning Strategies for Mobile-Assisted Seamless Learning: A Students’ Initial Perceptions
inferred← citeshttps://doi.org/10.3232/sjss.2019.v9.n3.03openalex-snapshot
Oinez Basoa: Using school-managed afforested land for soil education in Navarre, Spain
inferred← citeshttps://doi.org/10.32782/1992-5786.2025.99.27openalex-snapshot
FROM PASSIVE TO ACTIVE: EXPLORING THE FLIPPED CLASSROOM IN MA ENGLISH EDUCATION
inferred← citeshttps://doi.org/10.33418/ataunikkefd.876107openalex-snapshot
FARKLI COĞRAFİ BÖLGELERDE GÖREV YAPAN FEN BİLİMLERİ ÖĞRETMENLERİNİN OKUL DIŞI ÖĞRENME ORTAMLARINA YÖNELİK GÖRÜŞLERİNİN BELİRLENMESİ
inferred← citeshttps://doi.org/10.33423/jsis.v19i2.7007openalex-snapshot
That Thing in Your Pocket: Cultivating a Geo-Sustainable Mindset in High School Chemistry Students Using GIS to Study Smartphone Components
inferred← citeshttps://doi.org/10.3390/su14127031openalex-snapshot
Secondary Education Students’ Knowledge Gain and Scaffolding Needs in Mobile Outdoor Learning Settings
inferred← citeshttps://doi.org/10.4018/978-1-6684-4507-5.ch019openalex-snapshot
Culturally Responsive Pedagogy, Universal Design for Learning, Ubiquitous Learning, and Seamless Learning
inferred← citeshttps://doi.org/10.4018/978-1-7998-7638-0.ch008openalex-snapshot
Culturally Responsive Pedagogy, Universal Design for Learning, Ubiquitous Learning, and Seamless Learning
inferred← citeshttps://doi.org/10.46328/ijonse.324openalex-snapshot
Environment-based Education and Environmental Literacy: Instructional Strategies to Improve the Employability Skills of High School Students
inferred← citeshttps://doi.org/10.5294/edu.2026.29.2.3openalex-snapshot
Panorama investigativo sobre desarrollo profesional docente y prácticas de campo sociocientíficas
inferred← citeshttps://doi.org/10.53730/ijhs.v6ns6.10551openalex-snapshot
Research on the effects of mobile learning on student education
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