Publications

Papers

Marty, P. F., Mendenhall, A., Douglas, I., Southerland, S. A., Sampson, V., Kazmer, M., Alemanne, N., Clark, A., & Schellinger, J. (2013). The iterative design of a mobile learning application to support scientific inquiry. Journal of Learning Design, 6(2), 41-66. “https://www.jld.edu.au/article/view/124”

The ubiquity of mobile devices makes them well suited for field-based learning experiences that require students to gather data as part of the process of developing scientific inquiry practices. The usefulness of these devices, however, is strongly influenced by the nature of the applications students use to collect data in the field. To increase student success and satisfaction with these experiences, mobile learning applications must be intuitive and functional for students, and support a systematic approach to the complex process of collecting data during a scientific inquiry. This article examines how developers can take an iterative, user-centred design approach to developing mobile learning applications that scaffold the process of data collection by documenting the evolution of an iPad application called Habitat Tracker. This application was created as part of an integrated curriculum that includes online and mobile computing technologies and was designed to help students learn about the nature of science and scientific inquiry on field trips to a natural science museum. The results of this research include principles that developers can use to guide the design of future applications used to support scientific inquiry during field-based learning experiences.

Marty, P. F., Alemanne, N. D., Mendenhall, A., Maurya, M., Southerland, S. A., Sampson, V., Douglas, I., Kazmer, M. M., Clark, A., Schellinger, J. (2013). Scientific inquiry, digital literacy, and mobile computing in informal learning environments. Learning, Media and Technology, 38(12), 407-428. doi:10.1080/17439884.2013.783596

Understanding the connections between scientific inquiry and digital literacy in informal learning environments is essential to furthering students’ critical thinking and technology skills. The Habitat Tracker project combines a standards-based curriculum focused on the nature of science with an integrated system of online and mobile computing technologies designed to help students learn about and participate in scientific inquiry in formal classroom settings and informal learning environments such as science museums or wildlife centers. This research documents the digital literacy skills elementary students used while participating in the Habitat Tracker project, exploring the connections between the scientific inquiry practices they developed and the digital literacy skills they employed as they engaged with the Habitat Tracker curriculum. The results of this research have implications for researchers and practitioners interested in fostering both the scientific inquiry practices and digital literacy skills of elementary students in formal and informal learning environments.

Marty, P. F., Douglas, I., Southerland, S. A., Sampson, V., Alemanne, N. D., Clark, A., Mendenhall, A., de la Paz, A., Yu, C. (2012). Habitat Tracker: Learning About Scientific Inquiry Through Digital Journaling in Wildlife Centers. In Proceedings of iConference 2012, February 7-10, 2012, Toronto, Ontario, Canada (pp. 560-562). New York, NY: ACM. doi: 10.1145/2132176.2132288

This poster presents preliminary results from an ongoing research project designed to help elementary school students learn about scientific inquiry. Florida State University, in partnership with the Tallahassee Museum (a wildlife center in Tallahassee, FL), has developed a digital journaling system that uses online and mobile technologies to help students better understand the nature of science. The project’s goal is to encourage students to become active participants in the scientific inquiry process by collecting and analyzing data about natural habitats, before, during, and after visits to a wildlife center. Preliminary results show that a mobile learning application specifically designed for elementary school students can support the scientific inquiry process at wildlife centers and in the classroom, and help students master the scientific inquiry and nature of science benchmarks advocated by science education reform efforts.

Marty, P.F., Alemanne, N.D., Douglas, I., Southerland, S., Sampson, V., Clark, A., De La Paz, A., & McClendon, C. (In Press). Evaluating ICT applications to support school visits through mobile computing. In M. Economou (Ed.), The Evaluation of ICT Applications for Cultural Heritage. Routledge.

School field trips to natural and cultural heritage organizations are a common activity worldwide, yet despite being widely accepted as enhancing subject area learning and providing a rewarding experience for students, research suggests a lack of integration between museum visits and school curricula. This chapter describes the ongoing evaluation and development of a model software system to support the school-based science learning of elementary school students before, during, and after field trips to a science museum and wildlife center in the southeastern United States. Drawing upon more than a decade of research and evaluation of mobile computing applications in museums, it details a system specifically designed to encourage students to become active participants in the scientific inquiry process through online and mobile technologies. By documenting the project’s design, development, and evaluation plans, the chapter provides best practice implications for all researchers and educators interested in making museums an integral part of classroom learning.

Douglas, I. & Marty, P.F. (2008). Supporting school visits through mobile computing and interactive journaling. In Proceedings of Information Technology and Applications 2008 (pp. 490-494). Cairns, Australia: ICITA.

School field trips to museums, zoos, nature parks, and wildlife centers are a common activity in education. The trips are generally seen as enhancing learning in a variety of subject areas, as well as providing a motivating and rewarding experience for students. Despite being widely accepted as having value, research suggests a lack of integration between the visits and the school curriculum. What should be a high quality educational experience, which reinforces and motivates learning, often turns out to be no more than a fun day out. This paper will describe a model software system to support school visits to zoos museums and nature centers and to better integrate them with school curricula. The system integrates a mobile device, the educational technique of journaling, and a collaborative web site.

Presentations

Clark, A., Southerland, S. A., Marty, P. F., Sampson, V., Douglas, I., Kazmer, M. M., Alemanne, N. D., Mendenhall, A. & Schellinger, J. (2013). Use of a technology-based elementary curriculum focused on scientific inquiry: Unexpected barriers in a high stakes world. National Association for Research in Science Teaching (NARST) Annual Meeting 2013. Rio Grande, PR, April 6-9, 2013.

Marty. P. F. (2013). Habitat Tracker: Engaging students with the nature of science through mobile learning at a science museum. The School of Library, Archival and Information Studies, the iSchool at The University of British Columbia Colloquium Series. Vancouver, BC, March 13, 2013.

Alemanne, N. D., & Kazmer, M. M. (2013). Habitat Tracker: Digital literacy and scientific inquiry in informal learning environments. Presentation for the panel Igniting talk on digital literacy. iConference 2013. Toronto, Fort Worth, TX, February 12-15, 2013.

Alemanne, N. D., & Kazmer, M. M. (2013). Habitat Tracker: Learning about scientific inquiry through digital journaling in wildlife centers. Presentation for the panel Experiencing science in informal learning environments – Tales from the field. iConference 2013. Toronto, Fort Worth, TX, February 12-15, 2013.

Alemanne, N.D., Marty, P.F., Douglas, I., Southerland, S.A., Sampson, V., Kazmer, M.M., Clark, A., & Mendenhall, A. (2012). Habitat Tracker: Engaging Students with Scientific Inquiry Through Technology and Curriculum Support. ASIS&T 2012. Baltimore, MD, October 26-30, 2012.

Alemanne, N. D. (2012). Habitat Tracker: Learning About Scientific Inquiry Through Digital Journaling in Wildlife Centers. Florida State University College of Communication and Information Leadership Board Meeting. Tampa, FL. June 8, 2012.

Clark, A., Southerland, S. A., Marty, P. F., Sampson, V., Douglas, I., Alemanne, N. D., & Mendhall, A. (2012). Examining the Use of Educative Materials in Fostering Science Teacher Learning about the Nature of Science and Scientific Inquiry. American Educational Research Assocation (AERA) Annual Meeting 2012. Vancouver, CA, April 13-17, 2012.

Marty, P.F., Douglas, I., Southerland, S.A., Sampson, V., Alemanne, N.D., Clark, A., Mendenhall, A., de la Paz, A., Yu, C. (2012). Habitat Tracker: Learning About Scientific Inquiry Through Digital Journaling in Wildlife Centers. iConference 2012. Toronto, CA, February 7-11, 2012.

Marty, P.F. (2011). Habitat Tracker: Learning About Scientific Inquiry Through Digital Journaling in Wildlife Centers. FCR-STEM Conference. Destin, FL. December 2-4, 2011.

Mendenhall, A. (2011). Using Mobile Devices at a Wildlife Center to Promote Scientific Inquiry. Association for Educational Communications and Technology (AECT) 2011 International Convention. Jacksonville, FL. November 8-12, 2011.

Clark, A., Marty, P., Mendenhall, A., & Alemanne, N. (2011). Habitat Tracker: Learning About Scientific Inquiry through Digital Journaling in Wildlife Centers. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (E-Learn) 2011. Honolulu, HI. October 17-21, 2011.

Mendenhall, A., Marty, P., Alemanne, N., & Clark, A. (2011). Promoting Scientific Inquiry through Student-Centered Activities and Mobile Learning Technology at a Wildlife Center. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (E-Learn) 2011. Honolulu, HI. October 17-21, 2011.

Mendenhall, A., Marty, P., Douglas, I., Southerland, S., Sampson, V., Alemanne, N., & Clark, A. (2011). Usability Study of Mobile Learning Technology: A Holistic Evaluation of a Field Observation Experience. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (E-Learn) 2011. Honolulu, HI. October 17-21, 2011.

Marty, P.F. (2011). Habitat Tracker: Learning About Scientific Inquiry Through Digital Journaling in Wildlife Centers. Museums and the Web. Philadelphia, PA. April 6-9, 2011.

Marty, P.F. (2011). Habitat Tracker: Learning About Scientific Inquiry Through Digital Journaling in Wildlife Centers. WebWise. Baltimore, MD. March 9-11, 2011.

Marty, P.F. (2010). Habitat Tracker: Learning About Scientific Inquiry through Digital Journaling in Wildlife Centers. Museum Computer Network Annual Meeting. Austin, TX. October 27-30, 2010.