Supporting children's outdoor science learning with mobile computers: integrating learning on-the-move strategies with context-sensitive computing

Two cases of context-sensitive mobile computing curricula for children are shown to develop analytical understandings of how science-related sense-making talk can be supported through physical and digital environment interaction, which supports play and learning through movement. Our work investigat...

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Bibliographic Details
Published in:	Learning, media and technology Vol. 44; no. 4; pp. 457 - 472
Main Authors:	Zimmerman, Heather Toomey, Land, Susan M., Maggiore, Chrystal, Millet, Chris
Format:	Journal Article
Language:	English
Published:	Routledge 02-10-2019
Subjects:	Biology Camps Children Computer Simulation Earth Science Educational Strategies Gardening gardens Geology Handheld Devices Informal Education Informal learning Instructional Design Learner Engagement learning on-the-move mobile computing Mobility Outdoor Education pedagogical design Physical Activities Place Based Education Plants (Botany) Proximity Science Education Science Interests State Universities Summer Programs Technology Integration technology-enhanced learning Verbal Communication Pennsylvania
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Summary:	Two cases of context-sensitive mobile computing curricula for children are shown to develop analytical understandings of how science-related sense-making talk can be supported through physical and digital environment interaction, which supports play and learning through movement. Our work investigates how proximity-based computing mediates children's engagement in scientific sense-making conversations in a botanical garden. We draw upon sociocultural perspectives on sense-making talk as well as learning on-the-move to inform our study design. Data are from children in summer camp, including field notes, photographs, and video records (26 children in Case A, 24 in Case B) in an Arboretum. Our findings illustrate that children engaged in both playful and scientific sense-making talk in two distinct curricular tasks. We provide insights into science sense-making talk patterns and pedagogical practices of integrating learning on-the-move strategies into informal education with design principles related to augmenting gardens with digital content. Our results suggest that learning on-the-move strategies influence sense-making talk and that embodied interactions within the gardens support science sense-making and role-play. We posit that designs for learner-centered mobile computing can create digital-physical hybrid spaces where learners engage each other and natural objects as they walk through community spaces.
ISSN:	1743-9884 1743-9892
DOI:	10.1080/17439884.2019.1667823