This study examines whether technology-supported inquiry-based learning activities have an effect on secondary school students' understanding science subjects, research skills, and views towards scientific research-questioning and technology
Research has consistently shown that inquiry-based learning can be more effective than other, more expository instructional approaches as long as students are supported adequately. But what type of guidance is adequate, and for whom? These questions are difficult to answer as most previous research has only focused on one type of guidance and one type of learner.
Although mobile technology is a suitable support for this IBL, there is a lack of practical strategies for educational practitioners to balance between enabling agency and supporting the students using mobile technology. This literature review presents insights on how an analytical framework can be used by educational practitioners to identify mobile activities for their teaching.