Abstract
Schools have been islands isolated from mobile technologies for a long time. In Finland, schools are investing in mobile technologies with the aim of providing a tablet for each student. This trend enables classes to adopt practices where students not only use ready-made learning materials but generate content as well. This paper aims to investigate student-generated digital stories as learning artefacts through a case example from two chemistry classes in a primary school. After introducing a method of creating digital stories from a structured inquiry, the paper presents an in-depth analysis of a specific type of story, its construction and conceptual learning outcomes related to the story’s topic (i.e., chemical reaction). The results indicate that storytelling based on a structured inquiry is suited for novice science learners. In the future, teaching visual communication skills and story scripting to students should be emphasised to make the stories more sophisticated.
| Original language | English |
|---|---|
| Article number | 2 |
| Pages (from-to) | 19-34 |
| Number of pages | 16 |
| Journal | International Journal of Mobile and Blended Learning |
| Volume | 8 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2016 |
| Publication type | A1 Journal article-refereed |
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