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Title: The SENSE Project: A Context-Inclusive Approach to Studying Environmental Science within and Across Schools
Authors: Fraser, Danaë Stanton
Smith, Hilary
Tallyn, Ella
Kirk, Dave
Benford, Steve
Rowland, Duncan
Paxton, Mark
Price, Sara
Fitzpatrick, Geraldine
Issue Date: May-2005
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Fraser, D. S., Smith, H., Tallyn, E., Kirk, D., Benford, S., Rowland, D., Paxton, M., Price, S., & Fitzpatrick, G. (2005). The SENSE Project: A Context-Inclusive Approach to Studying Environmental Science within and Across Schools. In Koschmann, T., Suthers, D. D., & Chan, T. (Eds.), Proceedings of the International Conference on Computer Supported Collaborative Learning 2005 (pp. 155-159). Taipei, Taiwan: International Society of the Learning Sciences.
Abstract: This paper describes a project designed to provide children with a context-inclusive approach to collecting scientific data. The term context-inclusive refers to the collection of data which records the process of scientific data collection itself. We outline the design process carried out within two partner schools with the aim of engaging children in taking part in, and reflecting upon, the scientific process involved in collecting and analysing scientific data. We provided children with the ability to share and compare their data with children at their own and other schools. Our context- inclusive approach involved the design of tailored sensors and a bespoke interface displaying video data synchronised with environmental pollution data. Through evaluation of the data collection, analysis and sharing sessions, we describe how the context-inclusive approach impacts on children's understanding of the scientific process. We focus on children's discussion and reflection around understanding the constraints of measuring. We argue that the collection and presentation of contextual data engenders reflection on constraints, and may enable improved understanding of that process.
Appears in Collections:CSCL 2005

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