Johnson

Mobile phone technology use in school science enquiry indoors and out-of-doors; implications for pedagogy: 

Mobile phone technology use in school science enquiry indoors and out-of-doors; implications for pedagogy Susan Johnson Institute of Education s.johnson@ioe.ac.uk

Introduction: 

Context 4 schools participated in the PlaSciGardens – EU funded project June 2006 and 2007 scientific enquiry indoors and out-of-doors at Kew Gardens children (9-10 year olds) organised in small groups Objectives Aid engagement Children using meaningful investigative skills Data collecting options; camera, audio recording, texting and a call-up from an information store. Pedagogy relevant to management of whole classes out of doors Introduction

Research questions: 

Research questions What conceptual understanding did children gain during scientific enquiry indoors and out-of-doors using MPT? How can teachers’ pedagogy be changed from offering desk bound, passive learning of facts and concepts to science enquiry and argumentation in groups?

Research methodology: 

Research design Groups placed vegetable specimens in “family” boxes. Compared each collection with plants growing in order beds and Kew students’ allotments. MPT contributions placed in a “linear gallery” as children contributed data. Tool Nokia phone, (excluding call functions) with camera, audio recording, texting and a call-up from an information store, data collecting options. Methods Children shared a phone (social/ argumentation interaction). Used the functions as they wished (independence). collected data at will (independence) Data sent to the OOKL website (potential for reflection). Research methodology

Research methodology: 

Audio recordings 16. We have discovered that tomatoes and deadly nightshade are in the same family because of the shape of the actual plant [flowers?] (fact) 17. The flowers are very similar to a courgette flower but much, much…the courgette flower is absolutely huge. (fact & reflection) 22. Tomatoes are very juicy and are not vegetables they are actually a fruit, so if you see a tomato tell your friends or your mum it’s a [recording ends – fruit?] (fact) 25. We have decided to take out the squash/pumpkin because of the scale of the flower and the look of the flower. (reflection) 30. We have kept the pepper, chilli and the tomatoes. (reflection) Research methodology

Critique/ reflections: 

Critique/ reflections Issues This research was a secondary to other project partners objectives i.e. Kew organised the day; Data collection relied on plants being available (co-operation of botanic gardens); Collaboration (teachers’ criteria for grouping); Grouping influences fine detail of data analysis; Helpers eager to tell children what to record (better briefing essential); Visit facilitators must hold constructivist attitudes to learning with MPT (BG CPD using MPT vital); Reporting: in EU project final report – potential for change?

Critique/ reflections: 

Critique/ reflections What worked Recall of a science investigation MPT functions related to pedagogical outcomes that can be achieved without the teacher. Eg. Call-up information: allows children to “discover knowledge” about a plant while standing next to it. They can observe characteristics mentioned themselves; is written by plant experts; overcomes teachers’ lack of knowledge; can (if well constructed) prompt further activities.

Critique/ reflections: 

Critique/ reflections What didn’t work teachers did not access OOKL website (http://www.ookl.org.uk) at school – their own technophobia + underestimation of children’s ability with technology? disregard for pedagogical outcomes: children’s ownership of contributions, their scientific understanding and misconceptions. they did not use the data for assessing learning

Critique/ reflections: 

Critique/ reflections Recommendation Teachers will need CPD with access to tools that support children’s engagement and conceptual understanding and experience of: group work out-of-doors; investigation and inductive reasoning; information collection and organisation; argumentation and reflection to clarify understanding; and positive reinforcement to show children can work independently

Critique/ reflections: 

Critique/ reflections Open questions