Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom

Sharples, Mike; Scanlon, Eileen; Ainsworth, Shaaron; Anastopoulou, Stamatina; Collins, Trevor; Crook, Charles; Jones, Ann; Kerawalla, Lucinda; Littleton, Karen; Mulholland, Paul; O’Malley, Claire

doi:10.1080/10508406.2014.944642

Cited by 63 publications

(28 citation statements)

References 44 publications

(52 reference statements)

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“…This observation is in line with findings from formal education, where scripting of activities by technology is often recommended [7,24]. It was not clear at the beginning of the project how this could work within the context of museum visiting outside of formal education, given the considerable differences between the two contexts [6].…”

Section: Structure Scaffolding and Confidencesupporting

confidence: 80%

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Using mobile media creation to structure museum interpretation with professional vision

Civantos

Brown

Coughlan

et al. 2016

Pers Ubiquit Comput

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Mobile technology plays an increasing role in museum and cultural heritage contexts. In most cases, these tools support the relatively passive consumption of expert interpretations, or the unguided generation of content by users. This paper explores the potential for technologies to help museum visitors, encountering unfamiliar objects, to engage with them as a skilled professional interpreter would, through structured mobile experiences that focus on creating multimedia content. We explore this concept in the area of artefact interpretation and specifically how to enact a structured process of interpretation, as would commonly be taught in courses dedicated to the analytical diagnostics of visual evidence, such as Classical Archaeology or Art History. We discuss two field trials of prototype systems through which the structured creation of multimedia forms a basis for learning to interpret historical artefacts conducted in contexts of both formal and informal learning. By describing, implementing, and evaluating this approach, we contribute understanding of a new way to conceptualise active engagement in museum contexts, through the effective use of scaffolding and user generation of multimedia. We identify issues around the properties and flexibilities of multiple media for this purpose, links between provision for procedural and factual learning, and the value of media creation-based structures in improving the skills and confidence to interpret.

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Section: Structure Scaffolding and Confidencesupporting

confidence: 80%

“…One strand of relevant prior work has created technologies that structure the learning of scientific inquiry in both formal and informal learning [4,17,24]. This approach allows topics of personal interest to be explored, while providing scaffolding to follow and so learn a standardised scientific procedure.…”

Section: Introductionmentioning

confidence: 99%

Using mobile media creation to structure museum interpretation with professional vision

Civantos

Brown

Coughlan

et al. 2016

Pers Ubiquit Comput

Self Cite

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show abstract

“…In a recent study with school students (ages 11-14), the effective use of a toolkit (nQuire), a system to support scripted personal inquiry learning (Sharples et al, 2015) was reported. These researchers found that the toolkit was successfully adopted by teachers and pupils in contexts that included teacher-directed lessons, an after-school club, field trips, and learner-managed homework.…”

Section: Virtual Learning Scenariosmentioning

confidence: 99%

“…An interesting solution is to bring about the orchestration of scripted personal inquiry in science learning as put forward by Sharples et al (2015), building on a combination of technology and pedagogy supporting the teacher. It is not really important to prescribe a flipped classroom or a reduced class-time strategy, whatever that is.…”

Section: Pedagogymentioning

confidence: 99%

Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach

Bidarra

Rusman

2016

Open Learning: The Journal of Open, Distance and e-Learning

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This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to 'real-world' situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today's flexible, interactive and immersive technologies (e.g. mobile, AR, VR).

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“…For Abowd et al [1], "a system is context-aware if it "uses context to provide relevant information and/or services to the user, where relevancy depends on the user's task". Science education studies such as those involved in a contextbased approach [2] [3] are interested in natural and ecological contexts, or in the observation of students during learning activities, particularly in the context of field investigations [4]. Our study is in this paradigm but focuses on using the comparison of two particular contexts in building students' knowledge and observation skills.…”

Section: The Problem Of Context Awareness In Science Learningmentioning

confidence: 99%

Web-Based Context-Aware Science Learning

Bourdeau

Forissier

Mazabraud

et al. 2015

Proceedings of the 24th International Conference on World Wide Web

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In this paper, we describe an innovative project where Web technologies are exploited to foster science learning in an integrated but mobile smart learning environment. Contextawareness is considered a crucial skill in science learning, and we therefore imagined a solution to train students for context awareness by illustrating context gaps based on on-site observations and measurements. A component named MazCalc contains the parameters of each context and allows us to compute the context gap and its potential to stimulate context-awareness among students. International collaborative learning is structured in such a way to induce students to make comparisons and discuss the topic studied. Experiments are being conducted in Biology and are in preparation in Geology.

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Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom

Cited by 63 publications

References 44 publications

Using mobile media creation to structure museum interpretation with professional vision

Using mobile media creation to structure museum interpretation with professional vision

Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach

Web-Based Context-Aware Science Learning

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