Supporting Children's Place-Based Observations and Explanations Using Collaboration Scripts While Learning-on-the-Move Outdoors

Autor/inn/en	Zimmerman, Heather Toomey; Land, Susan M.
Titel	Supporting Children's Place-Based Observations and Explanations Using Collaboration Scripts While Learning-on-the-Move Outdoors
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 17 (2022) 1, S.107-134 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zimmerman, Heather Toomey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-022-09366-w
Schlagwörter	Children; Place Based Education; Observation; Cooperative Learning; Scripts; Outdoor Education; Computer Oriented Programs; Experiential Learning; Forestry; Recreational Facilities; Science Process Skills; Scores + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Beobachtung; Kooperatives Lernen; Skript; Freiluftunterricht; Computerprogramm; Experiental learning; Erfahrungsorientiertes Lernen; Forstwissenschaft; Waldwirtschaft; Freizeiteinrichtung
Abstract	Our research conducted two iterations of a mixed methods design-based research project with 87 youths, to improve learners' collaboration and knowledge-building by using collaboration scripts during learning-on-the-move within a mobile computing intervention. We investigated how the informal mobile augmented reality app influenced children's science knowledge related to tree life cycles and how the mobile learning intervention shaped children's collaborative sense-making, which involved coordinating sensory observations with explanations as they walked through forested areas of a nature center. Iteration A included four scripts to support collaborative sense-making and knowledge-building, and Iteration B included two additional scripts to support learning regulation. Our results showed significant, large gains in science content scores between pre- and post-assessment for the children in both iterations; however, no difference in learners' knowledge gain was found when comparing Iterations A and B. We qualitatively coded video-records of 39 small groups to understand children's sense-making related to observational and explanation practices. Iteration B groups, who were provided with two additional collaboration scripts, were better able to engage in collaborative sense-making and peer negotiation as they coordinated observational evidence with explanations of tree life cycle stages. Study implications include when designing out-of-school-time experiences, collaboration scripts can guide complex scientific sense-making that includes observation and explanation when children are learning-on-the-move. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01