Using apps as digital scaffolds for science learning in the primary school

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review


Recent technological developments have seen increasing numbers of mobile digital devices being used in schools, and the advent of these has opened new possibilities for supporting science learning. This paper reports outcomes from primary students’ use of apps as digital scaffolds for self-regulated learning, in a ‘Forms of Energy’ inquiry. Results identified design features of the apps that were effective in supporting students’ organisation and procedural knowledge, but found limitations to how well they could support conceptual understanding. Outcomes highlight the importance of human factors in optimising learning benefits from using apps in science, and underpin the importance of teachers’ conceptual knowledge to students’ science learning. Keywords: apps, iPads, self-regulated learning, science, digital, scaffold.
Original languageEnglish
Title of host publicationConference proceedings
Subtitle of host publicationnew perspectives in science education
Place of PublicationPadova, Italy
Number of pages6
ISBN (Electronic)9788862928472
ISBN (Print)8862928475
Publication statusPublished - 2017
Externally publishedYes
EventNew Perspectives in Science Education (6th : 2017) - Florence, Italy
Duration: 16 May 201717 May 2017


ConferenceNew Perspectives in Science Education (6th : 2017)


  • apps
  • iPads
  • self-regulated learning
  • science
  • digital
  • Scaffolding


Dive into the research topics of 'Using apps as digital scaffolds for science learning in the primary school'. Together they form a unique fingerprint.

Cite this