Technology-mediated engagement with nature: sensory and social engagement with the outdoors supported through an e-Trailguide

McClain, Lucy R.; Zimmerman, Heather Toomey

doi:10.1080/21548455.2016.1148827

Cited by 23 publications

(18 citation statements)

References 37 publications

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“…Digital technology was prevalent in the children"s ecological research and many of these children also appeared to be, or had previously been, connected with nature through their use of technology. This aligns with research that children can form personal connections with local nature as they engage with computer technologies within these environments (Boyce et al, 2014;McClain & Zimmerman, 2016). Connecting with nature encompasses a variety of factors including cognitive, affective, personal experience, and is subject to social and personal influences (Lumber et al, 2017).…”

Section: Chapter 6: Technology Supporting Children's Connection With Naturesupporting

confidence: 67%

“…This application provided children with information on different aspects of nature they observed, such as grapevines and trees, and allowed children to enter data and draw pictures of things that interested them. While this research concluded that the use of technology could benefit children"s learning experience in nature, it was also noted that many of the children were emotionally and personally connected to nature (for example, as children learned that wild grapes are native to their local context) during this experience (McClain & Zimmerman, 2016).…”

Section: Children's Use Of Digital Technology To Explore and Connect To Naturementioning

confidence: 89%

“…Children were noted to be connecting with nature, and additionally, many children also articulated that their experience with technology in nature was fun. Like Crawford et al (2017), McClain and Zimmerman (2016) studied children"s technology use with and in nature but within the context of a summer camp. These children went on a nature hike and were provided a touchscreen tablet equipped with an e-trailguide software application.…”

Section: Children's Use Of Digital Technology To Explore and Connect To Naturementioning

confidence: 99%

“…While this literature review is not exhaustive, there are some prevalent themes across studies. First, there is very little research that addresses how digital technology can (or cannot) affect how children connect with nature (Boyce et al, 2014;Crawford et al, 2017;McClain & Zimmerman, 2016). Second, there is limited research that includes the voices and insights of children (Boyce et al, 2014;Crawford et al, 2017) and no research on the inclusion of very young children"s ideas and insights into using technology with and in nature.…”

Section: Significant Themesmentioning

confidence: 99%

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From the Ground Up: Children's Experiences of Connecting With Nature Through Technology

Agam¹

2021

Preprint

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The benefits of children engaging with and in nature have been well documented in past research. However, many children today are increasingly engaging with digital technologies. Interestingly, technologies have been suggested for children to engage with and explore nature, though little research includes the ideas and insights of young children. To fill this gap in research, this study utilized a secondary data analysis approach. Data ascertained from an ongoing project that explores children‟s engagement in ecological curriculum and research was used to examine how children use technology to explore nearby nature. Prevalent themes of this study acknowledge that many children have experiences with digital technologies, digital technologies supported children in their ecological and nature based research, and digital technologies supported children‟s connections with nature. The results of this study have implications for how educators can incorporate technology into their pedagogy and for future researchers who may explore this nature-technology discourse.

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Section: Chapter 6: Technology Supporting Children's Connection With Naturesupporting

confidence: 67%

Section: Children's Use Of Digital Technology To Explore and Connect To Naturementioning

confidence: 89%

Section: Children's Use Of Digital Technology To Explore and Connect To Naturementioning

confidence: 99%

Section: Significant Themesmentioning

confidence: 99%

See 2 more Smart Citations

From the Ground Up: Children's Experiences of Connecting With Nature Through Technology

Agam¹

2021

Preprint

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“…In recent years, there have been an increasing number of attempts to apply mobile technology in support of students' field inquiry processes. These processes include data collection, analysis, and visualization, as well as communication and collaboration in the field (Cochrane & Bateman, 2010;Fletcher et al, 2007;Looi et al, 2010;McClain & Zimmerman, 2016;Parsons, 2014). It also has been argued that the use of mobile 16 technology will enable field inquiry that was not possible in the past, additionally providing opportunities for students to carry out inquiry processes in more self-directed ways.…”

mentioning

confidence: 99%

Designing an Inquiry-based Fieldwork Project for Students Using Mobile Technology and Its Effects on Students’ Experience

Lee¹

2020

Review of International Geographical Education Online

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The objectives of this research are, first, to find mobile technology-informed ways of designing inquirybased fieldwork, in support of students' inquiry processes and, second, to evaluate how a technologyintegrated fieldwork project can affect students' knowledge and experience. In order to achieve these objectives, the study adopted a set of core design principles and guidelines for the creation of inquirybased fieldwork projects, detailing tips and an example (i.e., the Yangdong Village Project) of these principles and guidelines' application. In addition, this study used a questionnaire to determine the influence of the project on students' understanding of the investigation area and their inquiry-related behaviors. It also analyzed conversation between students, to examine how students' learning processes are supported in fieldwork through use of mobile technology. A total of 86 high school students (ages 17-18), from four schools located in the Seoul metropolitan area, participated in the project. The results of the analyses showed that participation in the project helped students become better informed about the area they investigated. While they were conducting the field tasks, they showed more inquiry-driven behaviors, such as being more active and adventurous, more talkative, and more responsible (88.7%). Technological support for the process of field inquiry was prominent in three situations: location identification, data capture, and monitoring. The functionalities of mobile technology that students used during the field inquiry would reflect not only the characteristics of the task, but also the types of mobile technology involved in the project.

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Using youths’ personal DNA data in science camps: Fostering genetics learning and socio‐emotional attitudes toward science with design‐based research

Zimmerman

Weible

2022

Science Education

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This study is a two‐iteration design‐based research project that investigated how youths’ science learning and socio‐emotional attitudes toward science were influenced by a summer camp with a personal genetics approach. A multidisciplinary team developed a 2‐week camp curriculum that included personal DNA tests, family genealogy projects, and fitness tracker data. The learners included 120 youths, aged 10–14, in six camps held in three sites. Data collection included matched pre‐ and post‐scores for genetic knowledge and self‐reported affiliation with science, views of science supports, self‐efficacy, and science curiosity scores, as well as youths’ daily workbook entries. Our analysis included t‐tests, Mann–Whitney tests, Pearson and Spearman correlations, and analysis of variance (ANOVA) with post hoc tests. The findings showed significant science learning gains (related to heredity, genotype, and phenotype) for five of six camp conditions. Also, the youths showed gains in socio‐emotional attitudes for both iterations, emphasizing malleability of socio‐emotional connections to science. Completing workbook pages was not associated with an increase in knowledge gains or socio‐emotional attitudes. This study recommends the inclusion of personal DNA data in summer camp environments to support science learning and increase socio‐emotional attitudes toward science. It also suggests structured workbook activities common in schools may not support youths’ science learning or socio‐emotional attitudes in out‐of‐school programs. Finally, the study's concluding design conjecture map connects the camps’ activities to learners’ behaviors to learning outcomes in a way that advances the informal science education field's use of personal data in out‐of‐school‐time programs for adolescents.

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Technology-mediated engagement with nature: sensory and social engagement with the outdoors supported through an e-Trailguide

Cited by 23 publications

References 37 publications

From the Ground Up: Children's Experiences of Connecting With Nature Through Technology

From the Ground Up: Children's Experiences of Connecting With Nature Through Technology

Designing an Inquiry-based Fieldwork Project for Students Using Mobile Technology and Its Effects on Students’ Experience

Using youths’ personal DNA data in science camps: Fostering genetics learning and socio‐emotional attitudes toward science with design‐based research

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