Patternization of an Inquiry-based design process for the construction of a structurally sound educational tool: The paradigm of a secondary development tool negotiating scientific concepts

 

Zacharoula Smyrnaiou, Evangelia Petropoulou, Maria Margoudi, Ioannis Kostikas

Contents

Introduction

Related Work

Study design and Methodolog

yResearch Framework and Design

Data Collection Procedure

Analysis

Results Conclusions

Future Work

IntroductionOpen

Educational Software

Creative construction

Teachers

Designers of digital tools

The Gap of Research:

The design process followed by each designer as well as the analysis of the influences governing his/her decisions - both as a whole and partially - in the design process.

Our Study

Methodology

Design-based research

Aim

Analyze step by step the creative design

course of a teacher, in order

to achieve a

cognitive mapping of

the conceptual perceptions during

the design process.

Theoretical

frameworks

TPACKCOSC

(Cognitive Schematizatio

n)

Main Goal

To determine to what degree the

design process can be

represented in the form of a pattern which

could act as a

point of reference

and verification in a design process.

Related Work

Educational tools for STEM sciences

Design of learning activities targeted to engage pupils in the re-discovery of fundamental cognitive concepts

The framework of TPACK

Related WorkThe Concept of Instrumental

Genesis

Relates to the evolution of the artifacts themselves as the user’s activity unfolds.

Concerns the construction of systems that will facilitate the utilization of the artifacts.

Two functions are performed simultaneously:

Instrument-ation

Instrument-ilization

Study design and Methodology

Validity and

reliability:

Cross Analysis technique

Three researchers Model and evaluate the evolution of the design process in the digital environment of E-slate with the

negotiation of scientific concepts as the main axis.

Methodology:

Design-based

Research

Research Framework and Design

Location: Educational Technology, University of Athens

Duration: Three Weeks

Products: 27 microworlds

Cognitive Module: Kinematics and Dynamics of Physics

Participants: The designer – an undergraduate of the Faculty of Physics Department supported by a researcher for technical rather than cognitive issues

Data Collection Procedure

All 27 microworlds were grouped and examined on the basis of their Time Sequence in three temporal stages:

Further research data: Records and conversations from the Wiki environment

An interview with the designer

1. Initial stage2. Middle stage3. Completion

stage

Cross Analysis Technique by three researchers

All data were coded and analyzed

AnalysisE-SLATE platform

is a source

of Premanufa-ctured educatio

nal software

, called microworlds.

Cross analysis snapshots of the procedural design genesis

For the sake of economy, we have decided

to present the analysis of

three microworlds; each one

typical of the temporal stage to which they

belong.

1st Microworld7th Microworld25th Microworld

Initial Stage Microworld

1st Microworld: 1J.mwd

Middle Stage Microworld

7th Microworld: 7J.mwd

Completion Stage Microworld

25th Microworld

: 16.61J.mwd

VIDEO

Results

TPK PCK TCK COSC0

5

10

15

20

25

30

Initial StageMiddle stageCompletion Stage

Simple cognitive and technological

steps

More sophisticated interventions

Conclusions 1/3

Adjustments of readymade items from other microworlds

Entries of original orders and the additions of components

Patterns and Invariant operations

Further modifications and

improvements

Design on paper

Design on Eslate

Conclusions 2/3

Allowed intense interaction with the artifact

Enabled modifications

Application of the inquiry-based

approach

Facilitates and triggers a reflective evaluation

Submits himself to the same role as his students

Recording of the design activity

Framework of priorities classified

into levels of difficulty and accessibility

Conclusions 3/3

InitialStage

• Experimentation procedures• Master the technological environment

MiddleStage

• Incorporates and effectively manipulates all the parameters (tool, cognitive content, pedagogical implementation)

• A parallel and multi-dimensional focus is required

CompletionStage

• This effort to include and creatively harmonize all the parameters will continue till the end, until the designer senses their effective delivery.

Future

Work

Conduct a study with an aim to observe and examine the users’ inquiry-based manipulation of the produced microworlds (as semi-complete boundary objects).

Further investigation is required with a larger number of design artifacts to enable us to make specific generalizations.

Examine the transformative and regulative inquiry skills that the designer applies while engaged in the design process.

Further research is required in order to determine if and how the design process varies depending on the designer’s professional expertise and cognitive subject.

Formulate an AI tool which would automate every user’s design intervention.

Thank you