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
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.
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