Supporting Children's Outdoor Science Learning with Mobile Computers: Integrating Learning On-the-Move Strategies with Context-Sensitive Computing

Autor/inn/en	Zimmerman, Heather Toomey; Land, Susan M.; Maggiore, Chrystal; Millet, Chris
Titel	Supporting Children's Outdoor Science Learning with Mobile Computers: Integrating Learning On-the-Move Strategies with Context-Sensitive Computing
Quelle	In: Learning, Media and Technology, 44 (2019) 4, S.457-472 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zimmerman, Heather Toomey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2019.1667823
Schlagwörter	Children; Outdoor Education; Handheld Devices; Educational Strategies; Science Education; Informal Education; Instructional Design; Proximity; Learner Engagement; Verbal Communication; Gardening; Plants (Botany); Summer Programs; Camps; Place Based Education; Technology Integration; Earth Science; Biology; Geology; Mobility; Computer Simulation; Physical Activities; State Universities; Play; Science Interests; Pennsylvania + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Freiluftunterricht; Lehrstrategie; Naturwissenschaftliche Bildung; Informelle Bildung; Nichtformale Bildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Lebensnähe; Gartenarbeit; Pflanze; Sommerkurs; Earth sciences; Geowissenschaften; Biologie; Historische Geologie; Mobilität; Mobilitätsförderung; Computergrafik; Computersimulation; Staatliche Universität; Spiel
Abstract	Two cases of context-sensitive mobile computing curricula for children are shown to develop analytical understandings of how science-related sense-making talk can be supported through physical and digital environment interaction, which supports play and learning through movement. Our work investigates how proximity-based computing mediates children's engagement in scientific sense-making conversations in a botanical garden. We draw upon sociocultural perspectives on sense-making talk as well as learning on-the-move to inform our study design. Data are from children in summer camp, including field notes, photographs, and video records (26 children in Case A, 24 in Case B) in an Arboretum. Our findings illustrate that children engaged in both playful and scientific sense-making talk in two distinct curricular tasks. We provide insights into science sense-making talk patterns and pedagogical practices of integrating learning on-the-move strategies into informal education with design principles related to augmenting gardens with digital content. Our results suggest that learning on-the-move strategies influence sense-making talk and that embodied interactions within the gardens support science sense-making and role-play. We posit that designs for learner-centered mobile computing can create digital-physical hybrid spaces where learners engage each other and natural objects as they walk through community spaces. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01