, Volume 63, Issue 2, pp 229-255
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Abstract
This design-based research
project examines three iterations of Tree Investigators, a learning
environment designed to support science learning outdoors at an
arboretum and nature center using mobile devices (iPads). Researchers
coded videorecords and artifacts created by children and parents (n = 53)
to understand how both social and technological supports influenced
observations, explanations, and knowledge about trees. In Iteration 1,
families used mobile devices to learn about tree characteristics and
identification in an arboretum; in Iteration 2, families used our mobile
app about trees’ life cycles and completed a photo-collage task
documenting life cycle phases; Iteration 3 used a refined version of the
Iteration 2 mobile app with children at a nature center summer camp,
along with customized tools embedded into the app for documenting
photographic evidence of tree life cycle phases in the forest. Findings
suggested: (a) learners engaged in science talk representing observation
and explanation practices (perceptual, conceptual, connecting,
affective talk), and varying learning conversational patterns emerged
based on refinements to design implementations; and (b) making
connections between concepts introduced on the mobile app and
application of them outdoors was challenging for learners without
explicit social and/or technological support during identification
tasks; specifically, appropriation of scientific vocabulary, noticing
relevant features, and accurately identifying life cycle stages needed
structured, on-demand support. Findings point to empirically-based
implications for design of socio-technical supports for mobile learning
outdoors.
