Scaffolding Problem Solving With Mobile Devices in an Outdoor Environment

• In Event: 52.027 - Fostering Deep Learning in Problem-Solving Contexts Through Effective Design of Learning Environments With Technology Support

Abstract

This study investigates how mobile devices could be used to afford learning in an outdoor environment. We present a design for technology-based learning outside of school and examine the role of scaffolds generated through mobile devices to support problem solving. Our proposal reports on the design of a mobile learning project called Tree Investigators along with findings from an exploratory study of children using the learning environment. We use Jonassen’s (2004) problem-solving processes to analyze how youth engage in science problem solving and scaffolding theory (Pea, 2004; Quintana et al., 2004) to structure learner supports that reflect place-based education (G. A. Smith, 2002; Sobel, 2004). We use scaffolding (Pea, 2004) to support engagement in science practices. Family and youth use the scaffolds to look deeply at their natural world when they engage in the problem of identification and understanding of natural species (Eberbach & Crowley, 2009; B. K. Smith & Reiser, 2005).

A tablet was used for a group exploratory activity in the woods to learn about the tree life cycle. Tree Investigators leverages mobile technologies to move beyond presenting facts to support learner-initiated problems discovered outdoors at a nature center. Learners enact their scientific knowledge in their community to personally-relevant problems. Informal and everyday problems align with three problems types that Jonassen refers to as “diagnosis-solution,” “rule-using problem,” and “decision making” (2000) where learners are faced with problems situated within a discipline and connected to their real world lives. Outdoor education venues are artifact and specimen rich, yet these spaces often lack signs or other interpretive content for youth and family visitors to engage in authentic scientific inquiry practices. Accordingly, we used Augmented Reality (AR) to support field-based experiences that are contextually relevant to science and available to users while exploring their physical environment.

This study was part of a design-based research project on mobile, outdoor learning. A collective case study approach was employed. The study was conducted during one-hour sessions of a six-week summer camp program. Children (ages 9-12) in groups were led by a naturalist to learn about tree life cycles. The sessions consisted of two parts: (a) a guided tour with a naturalist to learn about tree life cycles; and (b) a problem-solving activity where students generated a photo artifact that reflected identification of trees in various stages of their life cycle. A total of 25 children participated throughout four sessions, and they were video recorded after informed consent and assent.

Full findings, supported by video transcript excerpts, in the final paper include results from the ethnographic analysis about the problem-solving discussion youth used as they engaged in problem-solving to see nature like a scientist. In brief, participants engaged in the three problem-solving processes (see Table 1).
 
As the ubiquity of mobile learning device rises, it is important to understand how technology-enhanced learning environments can be designed to support problem solving in everyday contexts. Our study provides implications for how to support problem solving in informal learning contexts.

Authors

• Gi Woong Choi, The Pennsylvania State University

• Susan M. Land, The Pennsylvania State University

• Heather Toomey Zimmerman, The Pennsylvania State University