Internet Links for Science Education: Student-Scientist Partnerships
Internet Links for Science Education: Student-Scientist Partnerships
Computational support to record and re-experience visits
Personal and Ubiquitous Computing
The Anatomy of the Grid: Enabling Scalable Virtual Organizations
International Journal of High Performance Computing Applications
Designing collaborative, constructionist and contextual applications for handheld devices
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
Technology at work to mediate collaborative scientific enquiry in the field
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
Designing collaborative, constructionist and contextual applications for handheld devices
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
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This paper describes a project designed to provide children with a context-inclusive approach to collecting scientific data. The term context-inclusive refers to the collection of data which records the process of scientific data collection itself. We outline the design process carried out within two partner schools with the aim of engaging children in taking part in, and reflecting upon, the scientific process involved in collecting and analysing scientific data. We provided children with the ability to share and compare their data with children at their own and other schools. Our contextinclusive approach involved the design of tailored sensors and a bespoke interface displaying video data synchronised with environmental pollution data. Through evaluation of the data collection, analysis and sharing sessions, we describe how the context-inclusive approach impacts on children's understanding of the scientific process. We focus on children's discussion and reflection around understanding the constraints of measuring. We argue that the collection and presentation of contextual data engenders reflection on constraints, and may enable improved understanding of that process.