Technology at work to mediate collaborative scientific enquiry in the field

Smith, H, Luckin, R, Fitzpatrick, G, Avramides, K and Underwood, J (2005) Technology at work to mediate collaborative scientific enquiry in the field. In: Looi, C., McCalla, G., Bredeweg, B. and Breuker, J. (eds.) Artificial Intelligence in Education - Supporting Learning through Intelligent and Socially Informed Technology. Frontiers in Artificial Intelligence and Applications, 125 . IOS Press, pp. 603-610. ISBN 1-58603-530-4

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Abstract

This paper describes and contrasts findings from two related projects where groups of science pupils investigated local air pollution using a collection of mobile sensors and devices. Both projects however played out in different ways. A qualitative analysis of the projects points to the various issues that contributed to the different experiences despite similar technologies for a similar task. These include: project focus; type of facilitator input and the benefits of in-situ data collection combined with subsequent review and reflection. We point to specific relationships between technologies and context of use, and building on this draw out recommendations for the design of in-context, science learning sessions. This work contributes to the growing conceptual understanding, based on ‘real world’ experiences, of how mobile and ubiquitous technologies can be appropriated in context to support learning. It contributes to an increased understanding of the types of collaborative scientific activity that are supported by different technology configurations, and the roles that human and system facilitators can play in this process.

Item Type: Book Section
Keywords: eScience CO tea-tray SENSE initial analysis activity maps
Schools and Departments: School of Engineering and Informatics > Informatics
Subjects: Q Science > QA Mathematics > QA0075 Electronic computers. Computer science
Q Science > QA Mathematics > QA0076 Computer software
L Education > L Education (General)
Depositing User: Hilary Smith
Date Deposited: 14 Nov 2006
Last Modified: 30 Nov 2012 16:50
URI: http://sro.sussex.ac.uk/id/eprint/479
Google Scholar:19 Citations
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