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|Title:||Supporting Conceptual Understandings Outdoors: Findings from the Tree Investigators Mobile Project|
|Authors:||Zimmerman, Heather Toomey|
Land, Susan M.
Seely, Brian J.
Mohney, Michael R.
Choi, Gi Woong
McClain, Lucy Richardson
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Zimmerman, H. T., Land, S. M., Seely, B. J., Mohney, M. R., Choi, G. W., & McClain, L. R. (2014). Supporting Conceptual Understandings Outdoors: Findings from the Tree Investigators Mobile Project. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 1067-1071.|
|Abstract:||This design-based research project examines two iterations of Tree Investigators, which supports science learning with mobile devices in an arboretum. Researchers coded videorecords of children and parents (n=40 people) to understand how digital augmentations influenced observation and understandings about trees. In Iteration 1, learners focused on tree identification; Iteration 2, learners focused on tree life cycles. We focus here on Iteration 2, where children completed a pre- and post-test assessment and participated in a photographic collage task to document a tree's life cycle. Findings suggested that a touch-screen conceptual organizer that provided a model of the life cycle, along with text and contrastive images, supported people's observations. The learners also collected photographic evidence of life cycle stages in a knowledge generative task. Increases in factual and conceptual knowledge of the life cycle were observed pre- and post-test; however, learners did not show consistent appropriation of new scientific vocabulary.|
|Appears in Collections:||ICLS2014|
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