Students’ Digital Photography Behaviors during a Multiday Environmental Science Field Trip and Their Recollections of Photographed Science Content

Abstract

Taking photographs to document the experiences of an educational field trip is becoming a common activity for teachers and students alike. Considering the regular creation of photographic artifacts, our goal in this paper is to explore students' picture taking behavior and their recollections of science content associated with their photographs. In this study, we partnered with a class of fifth-grade students in the United States and provided each student with a digital camera to document their experiences during an environmental science field trip at a national park. We report the frequency of photography behaviors according to which activities were most often documented by the students and specifically that students tended to document more of their experiences when they were in outdoor, natural spaces rather than inside of visitor centers or museums. Also, through an analysis of students' comments about the science content captured in their photographs we observe that students' comments about photographs of the outdoors tended to show greater depth and complexity than those that were taken in indoor, museum-like spaces.

Opportunistic uses of the traditional school day through student examination of Fitbit activity tracker data

“…Through observing Fitbit starters, we noted that students often engaged in a kind of joint reconstruction of the previous school day's events as they sought to account for a given individual's increases and decreases in activity [15].…”