Abstract
Advances in mobile technologies and pervasive computing provide new opportunities for supporting and enhancing learning that goes beyond that which has been made possible using the desktop PC. “Visualizations” can be presented or accessed via mobile devices or ambient displays at opportune times that can be pertinent to an ongoing physical activity. This chapter examines how external representations can be designed, accessed and interacted with to facilitate scientific inquiry processes, through using pervasive and mobile technologies. It begins by providing an overview of how different technologies have been used to support learning about and the practicing of scientific inquiry. Next, it describes the kinds of representations that are considered most effective to use. Two case studies are then presented that show how small-scale and large-scale representations were successfully integrated and used by students to understand and hypothesize about habitats and environmental restoration.
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsPreview
Unable to display preview. Download preview PDF.
References
Ackermann, E. (1996). Perspective-taking and object construction: Two keys to learning. In Y. Kafai & M. Resnick (Eds.), Constructionism in practice: Designing, thinking and learning in a digital world. NJ: Lawrence Erlbaum.
Bederson, B., Shneidemann, B. (eds.) (2003). The craft of information visulization: Readings and reflections. San Francisco: Morgan Kaufmann.
Boud, D., Keough, R., & Walker, D. (1985). Reflection: Turning experience into learning. London: Kogan Page.
Card, S. K., Mackinlay, J. D., & Shneiderman, B. (1999). Readings in information visualization. Using vision to think. San Francisco, CA: Morgan Kaufmann Publishers, Inc.
Chen, C. (2004). Information visulization. London: Springer Verlag.
Chi, M. (1997). Why is self explaining an effective domain for general learning activity? In Glasser, R. (Ed.), Advances in instructional psychology. Lawrence Erlbaum Associates.
Crook, C. (1994). Computers and the collaborative experience of learning. London: Routledge.
Gay, R., Rieger, R., & Bennington, T. (2002). Using mobile computing to enhance field study. In N. Miyake, R. Hall, & T. Koschmann (Eds.),CSCL 2: Carrying forward the conversation(pp. 507–528). Mahwah, NJ: Lawrence Erlbaum.
Grant, W. C. (1993) Wireless coyote: A computer-supported field trip. Communication of the ACM, 36(2), 57–59.
Hine, M., Rentoul, R., & Specht, M. (2004). Collaboration and roles in remote field trips. In J. Attewell & C. Savill-Smith (Eds.), Learning with mobile devices: Research and development. London, UK: Learning and Skills Development Agency.
Larkin, J., & Simon, H. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11, 65–99.
Laws, P. (1997). Millikan lecture 1996: Promoting active learning based on physics education re-search in introductory courses. American Journal Physics, 65(1),13–21.
Layman, J. W., & Krajcik, J. S. (1990). The use of microcomputer-based laboratories in constructing science concepts. Presentation at the National Science Teachers Association, Area Convention, December 13–15, Washington, DC.
Loh, B., Radinsky, J., Gomez, L., Reiser, B., Edelson, D., & Russell, E. (2001). Developing reflective inquiry practices: A case study of software, the teacher and students. In S. K. Crowley, C. S. Chunn, & T. Okada (Eds.), Designing for science: Implications from everyday, classroom, and professional settings.Mahwah, NJ: Erlbaum.
Metcalf, S. J., & Tinker, R. (2003). TEEMSS: Technology Enhanced Elementary and Middle School Science. Annual Meeting of the National Association for Research in Science Teaching, March 23–26, Philadelphia.
Rogers, Y., & Scaife, M. (1998) How can interactive multimedia facilitate learning? In Lee, J. (Ed.), Intelligence and multimodality in multimedia interfaces: Research and applications. Menlo Park, CA: AAAI. Press.
Rogers, Y., Price, S., Randell, C., Stanton-Fraser, D., Weal, M., & Fitzpatrick. G. (2005). Ubi-learning: Integrating outdoor and indoor learning experiences. Communication of ACM, 48(1), 55–59.
Rogers, Y., & Price, S. (2006). Using ubiquitous computing to extend and enhance learning experiences. In M. van t’Hooft & K. Swan (Eds.), Ubiquitous computing in education: Invisible technology, Visible Impact. LEA.
Roschelle, J., & Pea, R. (2002). A walk on the wild side: How wireless handhelds may change CSCL, In Proceedings of CSCL 2002, LEA, NJ, 51–60.
Scaife, M., & Rogers, Y. (1996). External cognition: how do graphical representations work? International Journal of Human-computer Studies, 45, 185–213.
Scaife, M., & Rogers, Y. (2005). External cognition, innovative technologies and effective learning. In P. Gardenfors & P. Johansson (Eds.), Cognition, education and communication technology. LEA.181–202.
Sharples, M., Corlett, D., & Westmancott, O. (2002). The design and implementation of a mobile learning environment. Personal and Ubiquitous Computing, 6, 220–234.
Soloway, E., Jackson, S. L., Klein, J., Quintana, C., Reed, J., Spitulnik, J., et al. (1996). Learning theory in practice: case studies of learner-centered design. Proceedings of CHI, Conference on Human Factors in Computing Systems, ACM Press, 189–96.
Soloway, E., Norris, C., Blumenfeld, P., Fishman, B., Krajcik, J., & Marx, R. (2001). Log on education: Handheld devices are ready-at-hand. Communication of the ACM, 44(6), 15–20.
Stratford, S. J., & Finkel, E. A. (1996). The impact of ScienceWare and Foundations on student’s attitudes towards science and science classes. Journal of Science Education and Technology, 5(1), 59–67.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2008 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Rogers, Y. (2008). Using External Visualizations to Extend and Integrate Learning in Mobile and Classroom Settings. In: Gilbert, J.K., Reiner, M., Nakhleh, M. (eds) Visualization: Theory and Practice in Science Education. Models and Modeling in Science Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5267-5_5
Download citation
DOI: https://doi.org/10.1007/978-1-4020-5267-5_5
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-5266-8
Online ISBN: 978-1-4020-5267-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)