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Using external visualizations to extend and integrate learning in mobile and classroom settings

Rogers, Yvonne (2008). Using external visualizations to extend and integrate learning in mobile and classroom settings. In: Gilbert, John K. ed. Visualization: Theory and practice in science education. Models and Modeling in Science Education (3). Cambridge, UK: Springer Netherlands, pp. 89–102.

DOI (Digital Object Identifier) Link: http://dx.doi.org/10.1007/978-1-4020-5267-5_5
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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.

Item Type: Book Chapter
Copyright Holders: 2008 Springer
ISBN: 1-4020-5266-9, 978-1-4020-5266-8
Academic Unit/Department: Mathematics, Computing and Technology
Interdisciplinary Research Centre: Centre for Research in Computing (CRC)
Item ID: 19527
Depositing User: Jochen Rick
Date Deposited: 19 Jan 2010 15:57
Last Modified: 30 Sep 2011 10:39
URI: http://oro.open.ac.uk/id/eprint/19527
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