| Abstract |
This paper is challenged by the question of how to model and describe the development of conceptual thinking and exploratory learning in the social context of a multimedia environment in an early year's science classroom. The study investigates the development of conceptual thinking among young children aged between six to eight years old in an activity context in which children have to opportunity to spontaneously explore and model natural and astronomical phenomena using traditional and multimedia tools. The data for the study has been collected by means of pre- and post-interviews and video-recordings of children’s spontaneous, self-initiated explorations in the learning environment in question. The analysis methods are based upon theories and concepts derived from cognitive and social psychology, cognitive science, studies of discourse and social practice and they aim at highlighting the socio-cognitive dynamics in collaborative knowledge construction (Kumpulainen, Salovaara & Mutanen 2001) as well as the processes of children’s conceptual thinking in an open, tool rich learning context (Kangassalo 1997). The paper considers the potential and challenges of theoretical and methodological triangulation in the investigation of conceptual thinking and learning among young learners as an aim to develop an integrated, dynamic and visual computer technology- based description technique. The first steps and examples towards the description technique are described. |
| Summary |
Introduction In this paper, we present potential methods to model and analyze children’s conceptual thinking and exploration processes in an early years science classroom where children have the opportunity to use a multimedia simulation program as their exploration tool. In this modelling process, both cognitive and social aspects have been taken into account. The research project data consists of video-recordings of children’s interviews before and after the learning unit, as well as the children’s individual and social activities, and children’s exploration paths during the use of multimedia simulation. In order to obtain a coherent picture of children’s conceptual understanding, exploratory learning, social interaction and their significance in children’s conceptual thinking and knowledge construction, it has been necessary to synthesize the collected empirical data into a coherent form. Specific description techniques have been developed for this purpose. The techniques attempt to describe children’s conceptual learning and thinking at different phases by taking into account children’s social interaction, communication and exploration processes in the situated context. Due to the development age of the children and the tool rich learning context, the analysis techniques do not only rest on verbal data. Instead, the techniques try to capture children’s activities from a holistic viewpoint by concentrating on modelling their operative, non-verbal and verbal expressions. In this paper, we describe the analysis techniques used to model and describe children’s conceptual thinking concerning particular natural phenomena, children’s exploration processes when children are using the multimedia simulation program, and children’s communication and social interaction during their exploration processes. First, the inquiry based science simulation environment (PICCO) and research methods are described. Then, a dynamic, visual, and more integrated description technique for the purpose of the research project is discussed. PICCO simulation as an inquiry tool The pictorial computer simulation applied in the study concentrates on the variations of sunlight and heat of the sun as experienced on earth in relation to the positions of the earth and the sun in space. In the simulation it is possible to explore these variations in a natural environment on the basis of the interconnections and positions of the earth and the sun in space. On the earth level the simulation concentrates on phenomena which are close to the everyday experiences of children, such as day and night, seasons, changes in the life of plants and birds, etc. The simulation program has been implemented in such a way that the knowledge structure and theory of the phenomenon are based on events appearing together with the phenomenon in question, and these events are illustrated. In the simulation all events and necessary elements are represented as pictures and familiar symbols. PICCO is very easy to use and it does not assume an ability to read or write (see Kangassalo 1992, 1996, 1997). The PICCO multimedia simulation program is intended for children's spontaneous exploration of natural phenomena, either alone or in a group. It aims at deepening the knowledge and the conceptual understanding of the phenomenon. Research method and design The empirical data of this research project has been collected in two phases with a classroom community of 22 children. Phase I of the study was conducted in a day care center when the children were aged between six to seven years old. Phase II was conducted two years later in an elementary science classroom context with the same classroom community. The learning activities and tools in the science-learning units consisted of child-initiated, exploratory activities during which children had versatile tools in their use, including the multimedia-learning tool, PICCO. The research methods included the elicitation of children’s conceptual models, micro-level analyses of children’s exploration processes and social interactions when working in the social context of the multimedia-learning tool, PICCO. The data of the research project consist of video-recordings of children’s interviews before and after the science units, children’s exploration paths during the use of the PICCO simulation as well as of the children’s individual and social activities during their explorations. Analyzing methods and description techniques A visual description technique has been constructed to describe the formation of children’s conceptual models. The description technique pays attention to the different stages of the formation as well as how the conceptual model of a given phenomenon is expressed. This means that children’s operative, visual and verbal expressions concerning the phenomenon in question are included in the description and can be differentiated from one another. With the description technique, it is possible to follow the process of children’s knowledge construction in its different stages, the forms of expression that children use, and changes that occur in the conceptual models (e.g. Kangassalo 1997). The description techniques for children’s exploration processes make it possible to follow the process as it occurred in the original situation. The description technique allows us to see how a child explored, how extensive an exploration was, how many times and how long a child explored the phenomenon. The description techniques are in both visual and graph form (e.g. Kangassalo 1997). The analysis of social interaction follows the framework developed by Kumpulainen and Mutanen (1999a, 1999b). This method of analysis particularly focuses on the mechanisms through which the social and cognitive features of interaction operate in a socially mediated learning activity. In this paper, the focus of analysis is specifically directed upon the communicative functions of peer interaction and the thematic contexts in which they are created and applied. Examples are given of the analysis and description techniques. A dynamic, visual description technique In our research project we would like to know how children’s knowledge construction process, social interaction and exploration processes are developing and integrating. We seek out interrelationships between social and cognitive activities and their meaning in the development of understanding the phenomena in question. In our paper we describe the first steps for the description technique by which it is possible to dynamically simulate and animate children’s conceptual thinking and learning from multiple dimensions by taking into account the dynamic and situated nature of conceptual thinking and learning. |
