Abstract:
Inquiry based learning is considered as one
science education. Students are encouraged to collect information from the real world; they
collect information to formulate and test their hypotheses and findings using “learning through
doing” process. With the advancement of ubiquitous technologies, students can use their mobile
and sensor devices to collect data from the environment and learn science through inquiry based
learning. Conventionally, students are not involved in an inquiry based learning environment
where they can understand the scientific phenomena and use their critical thinking skills to learn
science education.
Therefore, we need such an environment where students can use their classroom
knowledge to perform experiments in a real world using advanced technologies. For this
purpose, this thesis implements an application for context-aware ubiquitous learning
environment named M-DISTIL, where school students can learn science through mobile and
sensor technologies. Further, they use digital story telling approach in which students may
generate an interactive and engaging story about a particular activity performed using digital
tools. Thus, the aim of this conceptual and applied framework and application is a twofold; to
create a context-aware mobile learning application using digital storytelling approach and to
provide an interactive environment for context-aware inquiry based learning.
For the evaluation purposes, an experiment was performed with a cluster of students of a
The promising results have achieved that prove that context-aware inquiry based
learning along with digital story telling approach are far better than conventional teaching
methodologies.
