Skip to main content

Using Mobile Devices to Connect Teachers and Museum Educators

Abstract

The use of mobile devices is increasing rapidly as a potential tool for science teaching. In this study, five educators (three middle school teachers and two museum educators) used a mobile application that supported the development of a driving question. Previous studies have noted that teachers make little effort to connect learning experiences between classrooms and museums, and few studies have focused on creating connections between teachers and museum educators. In this study, teachers and museum educators created an investigation together by designing a driving question in conjunction with the research group before field trips. During field trips, students collected their own data using iPods or iPads to take pictures or record videos of the exhibits. When students returned to the school, they used the museum data with their peers as they tried to answer the driving question. After completing the field trips, five educators were interviewed to investigate their experiences with designing driving questions and using mobile devices. Besides supporting students in data collection during the field trip, using mobile devices helped teachers to get the museum back to the classroom. Designing the driving question supported museum educators and teachers to plan the field trip collaboratively.

This is a preview of subscription content, access via your institution.

Fig. 1

References

  • Ballantyne, R., & Packer, J. (2002). Nature-based excursions: school students’ perceptions of learning in natural environments. International Research in Geographical and Environmental Education, 11(3), 218–236.

    Article  Google Scholar 

  • Barton, A. C., & Osborne, M. D. (2001). Urban girls participation in informal science settings: playing with identities and borders. Curriculum and Teaching, 16(2), 17–37.

    Article  Google Scholar 

  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39(4), 395–414.

    Article  Google Scholar 

  • Bell, P., Lewenstein, B., Shouse, A., & Feder, M. (Eds.). (2009). Learning science in informal environments: people, places and pursuits. Washington, DC: National Academies Press.

    Google Scholar 

  • Bielaczyc, K. (2006). Designing social infrastructure: critical issues in creating learning environments with technology. Journal of Learning Sciences, 15, 301–329.

    Article  Google Scholar 

  • Blumenfeld, P., Fishman, B. J., Krajcik, J., Marx, R. W., & Soloway, E. (2000). Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools. Educational Psychologist, 35(3), 149–164.

  • Cabrera, J. S., Frutos, H. M., Adrian, G. S., Avouris, N., Dimitriadis, Y., Fiotakis, G., & Liveri, K. D. (2005). Mystery in the museum: collaborative learning activities using handheld devices. In Tscheligi, M., Bernhaupt, R. & Mihalic, K. (Eds.), Proceedings of the 7th International Conference on Human Computer Interaction with Mobile Devices & Services (pp. 315-318). Salzburg, Austria.

  • Cahill, C., Kuhn, A., Schmoll, S., Lo, W. T., McNally, B., & Quintana, C. (2011). Mobile learning in museums: how mobile supports for learning influence student behavior. In Moher, T., Quintana, C. & Price, S. (Eds.), Proceedings of the 10th International Conference on Interaction Design and Children (pp. 21-28). Ann Arbor, USA.

  • Creswell, J. (2007). Qualitative inquiry and research design (2nd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Delen, I. (2014). Supporting Students’ Scientific Explanations: A Case Study Investigating The Synergy Focusing On A Teacher’s Practices When Providing Instruction And Using Mobile Devices (Unpublished Doctoral Dissertation). Michigan State University, East Lansing, USA.

  • Dillon, J., Rickinson, M., Teamey, K., Morris, M., Young Choi, M.-Y., Sanders, D., et al. (2006). The value of outdoor learning: evidence from research in the UK and elsewhere. School Science Review, 87, 107–111.

    Google Scholar 

  • Falk, J. H., & Dierking, L. D. (2000). Learning from museums: visitor experiences and the making of meaning. Walnut Creek, CA: Altamira.

    Google Scholar 

  • Fido, S. H., & Gayford, G. C. (1982). Field work and the biology teacher: a survey in secondary schools in England and Wales. Journal of Biology Education, 16, 27–34.

    Article  Google Scholar 

  • Fraser, D.S., Smith, H., Tallyn, E., Kirk, D., Benford, S.,Rowland, D., Paxton, M., Price, S. & Fitzpatrick, G. (2005). The SENSE Project: A Context-Inclusive Approach to Studying Environmental Science within and across Schools. In Koschmann, T., Suthers, D., Chan, T.W. (Eds.), Proceedings of the Computer-Supported Collaborative Learning (pp.155–159). Taipei, Taiwan.

  • Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18–26.

    Article  Google Scholar 

  • Gray, L., Thomas, N., & Lewis, L. (2010). Teachers’ use of educational technology in U.S. Public Schools: Fall 2008 (NCES 2010-034). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

  • Griffin, J. (1998). Learning science through practical experiences in museums. International Journal of Science Education, 20(6), 655–663.

    Article  Google Scholar 

  • Griffin, J., & Symington, D. (1997). Moving from task-oriented to learning oriented strategies on school excursions to museums. Science Education, 81, 763–779.

    Article  Google Scholar 

  • Glesne, C. (2011). Becoming qualitative researchers: an introduction (4th ed.). Boston, MA: Pearson.

    Google Scholar 

  • Gupta, P., Adams, J., Kisiel, J., & Dewitt, J. (2010). Examining the complexities of school-museum partnerships. Cultural Studies of Science Education, 5(3), 685–699.

    Article  Google Scholar 

  • Hsi, S. (2003). A study of user experiences mediated by nomadic web content in a museum. Journal of Computer Assisted Learning, 19(3), 308–319.

    Article  Google Scholar 

  • Kisiel, J. (2005). Understanding elementary teacher motivations for science field trips. Science Education, 89(6), 936–955.

    Article  Google Scholar 

  • Kisiel, J. F. (2006a). More than lions and tigers and bears: creating meaningful field trip lessons. Science Activities, 43(2), 7–10.

    Google Scholar 

  • Kisiel, J. (2006b). Making field trips work. Science Teacher, 73(1), 46–48.

    Google Scholar 

  • Kisiel, J. (2010). Exploring a school-aquarium collaboration: an intersection of communities of practice. Science Education, 94, 95–121.

    Google Scholar 

  • Kisiel, J. F. (2014). Clarifying the complexities of school–museum interactions: perspectives from two communities. Journal of Research in Science Teaching, 51(3), 342–367.

    Article  Google Scholar 

  • Klopfer, E., Yoon, S., & Perry, J. (2005). Using palm technology in participatory simulations of complex systems: a new take on ubiquitous and accessible mobile computing. Journal of Science Education and Technology, 14(3), 285–297.

    Article  Google Scholar 

  • Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1994). A collaborative model forhelping middle grade science teachers learn project-based instruction. The elementary school journal, 94, 483–497.

  • Krajcik, J. S., & Starr, M. (2001). Learning science content in a project-based environment.In Tinker, R. F. & Krajcik, J. S. (Eds.) (2001). Portable Technologies: Science Learning in Context (pp. 103–119).  Dordrecht, The Netherlands: Kluwer Academic Publishers.

  • Maldonado, H., & Pea, R. D. (2010). LET’s GO! to the Creek: Co-design of water quality inquiry using mobile science collaboratories. In Hoppe, U., Pea, R. & Liu., C. (Eds.), Proceedings of the Sixth International IEEE Conference on Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE 2010) (pp. 81–87). Kaohsiung, Taiwan.

  • McKenzie, G., Utgard, R., & Lisowski, M. (1986). The importance of field trip, a geological example. Journal of College Science Teaching, 16, 17–20.

    Google Scholar 

  • Mirka, G. D. (1970). Factors which influence elementary teachers use of out-of-doors? (unpublished master’s thesis). Columbus, OH: Ohio State University.

    Google Scholar 

  • Morag, O., & Tal, T. (2012). Assessing learning in the outdoors with the field trip in natural environments (FiNE) framework. International Journal of Science Education, 34(5), 745–777.

    Article  Google Scholar 

  • Orion, N. (1993). A model for the development and implementation of field trips as an integral part of the science curriculum. School Science and Mathematics, 93, 325–331.

    Article  Google Scholar 

  • Quintana, C. (2012). Pervasive science: using mobile devices and the cloud to support science education. Interactions, 19(4), 76–80.

    Article  Google Scholar 

  • Rennie, L. J. (2007). Learning science outside of school. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 125–167). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Rogers, Y., Price, S., Fitzpatrick, G., Fleck, R., Harris, E., Smith, H., Randell, C., Weal, M. (2004). Ambient wood: Designing new forms of digital augmentation for learning outdoors. In Druin, A., Hourcade, J. P., Kollet, S. (Eds.), Proceedings of 2004 conference on Interaction design and children: building a community (pp. 3-10). Maryland, USA.

  • Russell, M., Bebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher technology use implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), 297–310.

    Article  Google Scholar 

  • Singer, J., Marx, R. W., Krajcik, J., & Clay Chambers, J. (2000). Constructing extended inquiry projects: Curriculum materials for science education reform. Educational Psychologist, 35(3), 165–178.

  • Stainfield, J., Fisher, P., Ford, B., & Solem, M. (2000). International virtual field trips: a new direction? Journal of Geography in Higher Education, 24(2), 255–262.

    Article  Google Scholar 

  • Sung, Y., Hou, H., Liu, C., & Chang, K. (2010). Mobile guide system using problem-solving strategy for museum learning: a sequential learning behavioural pattern analysis. Journal of Computer Assisted Learning, 26(2), 106–115.

    Article  Google Scholar 

  • Tal, R., Bamberger, Y., & Morag, O. (2005). Guided school visits to natural history museums in Israel: teachers’ roles. Science Education, 89(6), 920–935.

    Article  Google Scholar 

  • Tal, T., & Steiner, L. (2006). Patterns of teacher museum staff relationships: school visits to the educational centre of a science museum. Canadian Journal of Math, Science & Technology Education, 6(1), 25–46.

    Article  Google Scholar 

  • Tran, L. U. (2007). Teaching science in museums: the pedagogy and goals of museum educators. Science Education, 91, 278–297.

    Article  Google Scholar 

  • Vavoula, G., Sharples, M., Rudman, P., Meek, J., & Lonsdale, P. (2009). Myartspace: design and evaluation of support for learning with multimedia phones between classrooms and museums. Computers & Education, 53(2), 286–299.

    Article  Google Scholar 

  • Zhang, M., & Quintana, C. (2012). Scaffolding strategies for supporting middle school students’ online inquiry processes. Computers & Education, 58(1), 181–196.

    Article  Google Scholar 

Download references

Acknowledgments

We thank Dr. Tali Tal for providing valuable comments when writing the paper; and Dr. Kongju Mun, Dr. Steven McGee, Myunghwan Shin, and Jennifer Duck for their help in the coding process. This work was supported by NSF Grant DRL 1020027.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Ibrahim Delen.

Additional information

“There is no question that organizing a field trip can be quite a challenge.”

Kisiel (2006a, p.10)

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Delen, I., Krajcik, J. Using Mobile Devices to Connect Teachers and Museum Educators. Res Sci Educ 47, 473–496 (2017). https://doi.org/10.1007/s11165-015-9512-8

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11165-015-9512-8

Keywords

  • Field trips
  • Mobile application
  • Teachers
  • Museum educators
  • Science education