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Collaborative Inquiry and Participatory Design in High School Science: A Case Study in Technology Development and Application
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, Hinsdale South High School District 86, United States ; , University of Illinois, Urbana-Champaign, United States ; , Dominican University, United States ; , University of Nebraska, Lincoln, United States

Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper is based on data collected over two years in a high school chemistry classroom, with a focus on how collaborative inquiry between a high school teacher and a chemical engineer shaped the teaching/learning experience of students by employing participatory design in curriculum and visualization tool development. The objectives of this paper are to (1) present an analysis of how participatory design principles employed by the teacher-fellow team represent a successful model for how visualization tools are developed and used in the science classroom; (2) demonstrate how collaborative inquiry can inspire and exemplify critical scientific literacy for learners; and (3) show how students' views of science change as a result of tasks and challenges given by the course and the interactive tools. This analysis offers guidance for schools seeking fresh approaches to technology integration in science classrooms.

Citation

Camasta, S., Karulkar, M., Comstock, S. & Harnisch, D. (2006). Collaborative Inquiry and Participatory Design in High School Science: A Case Study in Technology Development and Application. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 3957-3970). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 17, 2019 from .

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