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Many learners think of scientific reasoning as something that is done only in the classroom. We aim to develop long-term scientific programs outside of school, helping learners to see and do science in their everyday lives, where the science is not simple and fixed (or prepackaged). Our challenge is to facilitate the development of a learning community for(More)
As science educators, we want all learners to see the relevance of science to their lives and the world in which they live. Achieving this goal, however, has proven to be a difficult endeavor. Many learners see science as useful only in school, and they face difficulties connecting science to the real world and to their own interests and goals. In our(More)
Researchers often utilize the method of Participatory Design to work together with users to enhance technology. In particular, Cooperative Inquiry is a method of Participatory Design with children that involves full partnership between researchers and children. One important challenge designers face in creating learning technologies is that these(More)
Face-to-face design with child and adult design partners is not always possible due to distant geographical locations or time differences. Yet we believe that the designs of children in areas not co-located with system builders, or who live in locations not easily accessed, are just as important and valid as children who are easily accessible especially(More)
Children often report that school science is boring and abstract. For this reason, we have developed <b>Life-relevant Learning (LRL) environments</b> to help learners understand the relevance that scientific thinking, processes, and experimentation can have in their everyday lives. In this paper, we detail findings that aim to increase our understanding of(More)
In this paper, we present the design evolution of two social media (SM) tools: Scientific INQuiry (SINQ), which transformed into ScienceKit. We detail our motivations for using SM tools in science learning and the design decisions we made over a 2year, designbased research project. Our designs grew from our experiences using SM tools in the field and(More)
Children are increasingly using social media tools in their lives. In addition, there is great interest in understanding how to design and evaluate social technologies to aid in children's learning and development. We describe two research endeavors that begin to address these issues. First, we introduce SINQ, a social media application that encourages(More)
This paper presents a curated collection of fictional abstracts for papers that could appear in the proceedings of the 2039 CHI Conference. It provides an opportunity to consider the various visions guiding work in HCI, the futures toward which we (believe we) are working, and how research in the field might relate with broader social, political, and(More)
In this paper, we detail our initial analyses of the ways in which youth engage in collaborative learning using ScienceKit, a mobile, social media application designed to support scientific inquiry in informal learning contexts. We focus on the ways in which ScienceKit orients small groups in different configurations of collaborative work, as they engage in(More)
We present and evaluate a new mixed-reality tool called SharedPhys, which tightly integrates real-time physiological sensing, whole-body interaction, and responsive large-screen visualizations to support new forms of embodied interaction and collaborative learning. While our primary content area is the human body, we use the body and physical activity as a(More)