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Title: Scaffolding Authentic Scientific Inquiry Experiences for Early Elementary Learners using Wearable Technology
Authors: Byrne, Virginia L
kang, Seokbin
Norooz, Leyla
Velez, Rafael
Katzen, Monica
Addeh, Afe
Froehlich, Jon
Clegg, Tamara
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Byrne, V. L., kang, S., Norooz, L., Velez, R., Katzen, M., Addeh, A., Froehlich, J., & Clegg, T. (2018). Scaffolding Authentic Scientific Inquiry Experiences for Early Elementary Learners using Wearable Technology. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.
Abstract: Wearable sensors show promise in engaging youth in scientific inquiry by leveraging physical activity and the body for life-relevant inquiry. Prior research, however, has found that elementary school-age children struggle with the learner-determined aspects of an authentic scientific experiment (e.g., asking a testable research question). We explore how to integrate wearable-based inquiry into early-elementary classrooms with Live Physiological Sensing and Visualization tools, including: designing age-appropriate scaffolds, adapting to teacher perspectives, and meeting Next Generation Science Standards. We conducted a two-year, iterative process of developing scaffolds and implementing them in four elementary classrooms (two teachers; 90 children). We present two case studies to demonstrate how our participatory designed scaffolds impact the authenticity of the learners’ wearable-based inquiry experience. Our findings contribute insights about facilitating wearable-based inquiry with elementary learners and specific supports for using sensor-based learning systems to meet Next Generation Science Standards.
Appears in Collections:ICLS 2018

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