Technology in Supporting Ownership of
Science Learning
@jasoncyip
University of Maryland – College Park
College of Education
Teaching and Learning & Policy and Leadership (TLPL)
Human-Computer Interaction Lab
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Traditional science learning can
be
ALIEN
BORING
DISCONNECTED
Atwater, 1996; Basu & Barton, 2007; Brickhouse & Potter, 2001; Lee & Fradd, 1998
Ownership of science learning
(O’Neill & Barton, 2005)
•
•
•
•
Control
Personalization
Investment
Territoriality
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Science learning is HARD
4
Research question:
What are the roles and challenges of learning technologies
in supporting learners’ ownership of science learning?
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Methods: Case studies (Yin, 2009)
A case study of Kitchen Chemistry and four focal leaners
and their use of technology
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Context of the study: Kitchen Chemistry
Life-relevant learning:
After school
Location: Small,
independent, K-12
Montessori school
Participants: Six children,
ages 9 - 11
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Three learning technologies using iPads
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StoryKit
Zydeco
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Science INQuiry
Four focal learners
Arman
Southeast Asian
Male, 10
Freddie
Caucasian
Male, 11
Ben
Caucasian
Male, 10
Donna
Caucasian
Female, 11
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Findings
Theme 1: Personal documentation
Theme 2: Role switching
Theme 3: Collaborations and contributions
Theme 4: Opportunities for authorship
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Theme 1: Personal documentation
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StoryKit: Personal elements
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StoryKit: Audio messages
“They’re GREEN!
What do you call
them?
If they’re brownies and
they are green…
You call them
GREENIES!”
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Ownership and control
seemed to be an important link
between positive attitudes and
supporting science dispositions
and identities.
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18
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Technology for Promoting Scientific Practice and
Personal Meaning in Life-Relevant Learning
Clegg et al. 2012
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Technology that scaffolds science inquiry
and personal expression
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Theme 2: Role Switching
iPads: Physical activity and recording
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iPads: Recording and physical activity
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Physical activity alone; iPad down
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iPads: Facilitator recording
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That's so cool! That was so cool!
That was so cool!
Anthony, Anthony, you've got to
see that!
Anthony has GOT (says this slowly)
to see that!
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Messy hands, messy activities
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Can wearables and sensors
support storytelling in messy environments?
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Theme 3: Collaboration and Contributions
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Donna
Donna
Freddie
Freddie
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StoryKit: Frustrating input for collaboration
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StoryKit: Typing vs. audio
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Individual
Group
Ideas
Ideas
Ideas
Audio
Video
Pictures
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Take aways for technology and ownership
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Personalization and customization in technology is
important for ownership, but it can be tedious and cause
distractions for people in their tasks.
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Mobile technologies need to keep up as people become
deeply engaged in their own personal (and sometimes
messy) activities.
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Seamless transitions between individuals and group
contribution allows for ownership and collaboration
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Acknowledgements
University of Maryland
Tamara Clegg
Elizabeth Bonsignore
Becky Lewittes
Emily Rhodes
June Ahn
Michael Gubbles
Allison Druin
University of Michigan
Chris Quintana and Alex Kuhn
The local school and Kitchen Chemistry children
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@jasoncyip
www.bigyipper.com
Yip et al. (2012). Kitchen Chemistry: Supporting learners’
decisions in science. In Proceedings of the International
Conference of the Learning Sciences (ICLS 2012).
Clegg, Yip, et al. (2013). When face-to-face fails: Opportunities
for social media to foster collaborative learning. In Proceedings of
the Tenth Computer Supported Collaboration Learning
Conference (CSCL 2013).
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