Tablet Computers in Early Science Education: Enriching Teacher–Child Interactions

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ueli Thomas Studhalter, Priska Jossen, Marco Seeli, Annette Tettenborn
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Abstract

Engaging in vivid conversations is crucial for the social and cognitive development of young children and for building their understanding of science phenomena. In this regard, educators play a pivotal role in shaping interactions with learners by providing adequate scaffolds to promote sustained shared thinking. Tablet computers are considered to have substantial potential for supporting learning, particularly in enriching communication and collaboration, as well as in making science phenomena more accessible. However, there are concerns that increased screen time may lead to social isolation. To address this situation, the present multiple-case study explores the impact of using tablet computers’ video functionality on the quality of teacher–child interactions during a specific play-based learning scenario in the domain of science. The investigation, which employed a mixed-method approach, followed two individual teachers separately during 24 lessons each in a videographic setup and isolated 200 science content-relevant interaction episodes. These episodes were coded according to their interaction quality in an inter-rater agreement procedure using MAXQDA. High-quality interactions were defined as those episodes involving a deep, prolonged, intellectual and content-specific exchange between the teacher and at least one child, based on both teacher and children playing their active roles in the participation of the talk. The results indicated that using tablets in the specific play scenario under investigation was associated with teacher–child interactions of longer duration, variable scaffold quality among teachers, and increased verbal engagement from children. These results counter the concerns that the use of digital media might lead to screen-based isolation and suggest that tablet computers can be harnessed for valuable educational interactions.

Abstract Image

早期科学教育中的平板电脑:丰富教师与儿童的互动
参与生动的对话对于幼儿的社交和认知发展以及建立他们对科学现象的理解至关 重要。在这方面,教育者通过提供适当的支架来促进持续的共同思考,从而在与学习者的互动中发挥关键作用。平板电脑被认为在支持学习方面具有巨大的潜力,特别是在丰富交流与合作以及使科学现象更易于理解方面。然而,有人担心,屏幕时间的增加可能会导致社会隔离。针对这种情况,本多项案例研究探讨了在科学领域的特定游戏式学习情景中,使用平板电脑的视频功能对教师与幼儿互动质量的影响。调查采用了混合方法,分别跟踪了两位教师在 24 节课中的录像情况,并分离出 200 个与科学内容相关的互动片段。在使用 MAXQDA 的互评一致程序中,根据互动质量对这些片段进行了编码。高质量的互动被定义为教师与至少一名儿童之间进行的深入、持久、知识性和内容相关的交流,教师和儿童在参与谈话的过程中都发挥了积极作用。研究结果表明,在所调查的特定游戏情景中使用平板电脑与教师和幼儿之间持续时间更长的互动、教师之间不同的支架质量以及幼儿更多的言语参与有关。这些结果消除了人们对使用数字媒体可能导致基于屏幕的隔离的担忧,并表明平板电脑可用于有价值的教育互动。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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