The SENSE project: a context-inclusive approach to studying environmental science within and across schools

D Stanton Fraser, H Smith, E Tallyn, D Kirk, S Benford, D Rowland, M Paxton, S Price, G Fitzpatrick

Research output: Contribution to conferencePaper

11 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages155-159
Number of pages5
Publication statusPublished - May 2005
Event2005 Conference on Computer Support for Collaborative Learning (CSCL) - Taipei, Taiwan
Duration: 30 May 20054 Jun 2005

Conference

Conference2005 Conference on Computer Support for Collaborative Learning (CSCL)
CityTaipei, Taiwan
Period30/05/054/06/05

Fingerprint

science
school
environmental pollution
video
ability
evaluation

Cite this

Stanton Fraser, D., Smith, H., Tallyn, E., Kirk, D., Benford, S., Rowland, D., ... Fitzpatrick, G. (2005). The SENSE project: a context-inclusive approach to studying environmental science within and across schools. 155-159. Paper presented at 2005 Conference on Computer Support for Collaborative Learning (CSCL), Taipei, Taiwan, .

The SENSE project: a context-inclusive approach to studying environmental science within and across schools. / Stanton Fraser, D; Smith, H; Tallyn, E; Kirk, D; Benford, S; Rowland, D; Paxton, M; Price, S; Fitzpatrick, G.

2005. 155-159 Paper presented at 2005 Conference on Computer Support for Collaborative Learning (CSCL), Taipei, Taiwan, .

Research output: Contribution to conferencePaper

Stanton Fraser, D, Smith, H, Tallyn, E, Kirk, D, Benford, S, Rowland, D, Paxton, M, Price, S & Fitzpatrick, G 2005, 'The SENSE project: a context-inclusive approach to studying environmental science within and across schools' Paper presented at 2005 Conference on Computer Support for Collaborative Learning (CSCL), Taipei, Taiwan, 30/05/05 - 4/06/05, pp. 155-159.
Stanton Fraser D, Smith H, Tallyn E, Kirk D, Benford S, Rowland D et al. The SENSE project: a context-inclusive approach to studying environmental science within and across schools. 2005. Paper presented at 2005 Conference on Computer Support for Collaborative Learning (CSCL), Taipei, Taiwan, .
Stanton Fraser, D ; Smith, H ; Tallyn, E ; Kirk, D ; Benford, S ; Rowland, D ; Paxton, M ; Price, S ; Fitzpatrick, G. / The SENSE project: a context-inclusive approach to studying environmental science within and across schools. Paper presented at 2005 Conference on Computer Support for Collaborative Learning (CSCL), Taipei, Taiwan, .5 p.
@conference{9a8c861ee1df423a95cf74704b21cbca,
title = "The SENSE project: a context-inclusive approach to studying environmental science within and across schools",
abstract = "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.",
author = "{Stanton Fraser}, D and H Smith and E Tallyn and D Kirk and S Benford and D Rowland and M Paxton and S Price and G Fitzpatrick",
year = "2005",
month = "5",
language = "English",
pages = "155--159",
note = "2005 Conference on Computer Support for Collaborative Learning (CSCL) ; Conference date: 30-05-2005 Through 04-06-2005",

}

TY - CONF

T1 - The SENSE project: a context-inclusive approach to studying environmental science within and across schools

AU - Stanton Fraser, D

AU - Smith, H

AU - Tallyn, E

AU - Kirk, D

AU - Benford, S

AU - Rowland, D

AU - Paxton, M

AU - Price, S

AU - Fitzpatrick, G

PY - 2005/5

Y1 - 2005/5

N2 - 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.

AB - 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.

M3 - Paper

SP - 155

EP - 159

ER -