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Technology at work to mediate collaborative scientific enquiry in the field
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posted on 2023-06-08, 08:14 authored by Hilary Smith, Rose Luckin, Geraldine Fitzpatrick, Katerina Avramides, Joshua UnderwoodThis paper describes and contrasts findings from two related projects where groups of science pupils investigated local air pollution using a collection of mobile sensors and devices. Both projects however played out in different ways. A qualitative analysis of the projects points to the various issues that contributed to the different experiences despite similar technologies for a similar task. These include: project focus; type of facilitator input and the benefits of in-situ data collection combined with subsequent review and reflection. We point to specific relationships between technologies and context of use, and building on this draw out recommendations for the design of in-context, science learning sessions. This work contributes to the growing conceptual understanding, based on real world experiences, of how mobile and ubiquitous technologies can be appropriated in context to support learning. It contributes to an increased understanding of the types of collaborative scientific activity that are supported by different technology configurations, and the roles that human and system facilitators can play in this process.
History
Publication status
- Published
Publisher
IOS PressPublisher URL
Page range
pp 603-610Pages
8.0Presentation Type
- paper
Event name
AIED 2005Event location
Amsterdam, NetherlandsEvent type
conferenceISBN
1-586-03530-4Department affiliated with
- Informatics Publications
Notes
Originality: Analyses experiences across two 'real world' escience school projects with mobile technologies used outdoors. A new approach to escience in schools and unique to be able to reflect across two such projects. Rigour: Qualitative analysis of video and log/annotation data to explore interactions between students and devices and scientific enquiry Significance: Provides guidelines for moving technology-enabled outdoor learning into the classroom. Impact: Short-listed for best paper award (1 of 4 out of 116 accpeted papers);Full text available
- No
Peer reviewed?
- Yes
Legacy Posted Date
2012-02-06Usage metrics
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