In this seminar, we will share experiences gained from two research projects recently completed within the InterMedia research group at the University of Oslo, the SCY project (http://www.uv.uio.no/iped/english/research/projects/scy/) and the MIRACLE project (http://www.uv.uio.no/iped/english/research/projects/miracle/). Both projects involve the development of technology-rich learning environments at the upper-secondary levels and have implemented ethnographic and interaction analysis methodologies to investigate the relations between technology, science curricula, and embodied interaction. In our presentation, we will emphasize research work conducted to investigate the role of digital representations in supporting science learning during inquiry-based experimental activities in the classroom. PhD candidate Alfredo Jornet will be presenting work from the MIRACLE project, focusing on his own sociocultural oriented research on the role of embodied interaction in science learning with multiple representations. Researcher Anders Kluge will be discussing research conducted within the SCY project, with an emphasis on a recent study describing how specific interactive affordances of a digital tool are involved in facilitating science learning during laboratory experiments. Through the seminar, we hope to share and raise discussion about our theoretical and methodological approaches to investigating the role of digital representations in science learning, and about possible points in common towards future research collaborations.
<p>Anders Kluge is a researcher at the InterMedia research group at University of Oslo. His research focuses the role of technology in learning processes, mainly in schools. Taking human-computer interaction as a point of departure, Kluge looks for how design of technology structures, produces, and stimulates learning processes in groups and individually, and how alternative digital interaction design together with other structures may improve learning processes.</p>
<p>Alfredo Jornet is currently employed as researcher at the University of Oslo, and has recently delivered his PhD dissertation at the Faculty of Educational Sciences (October 2014). He is licentiate in psychology by the University of Valencia (Spain) and his research has since focused on the relations between technology, learning, and development in youth. His PhD thesis, titled “The Bodily and Contextual Foundations of Conceptual Coherence and Continuity: Case studies from the teaching and learning of science inquiry,” investigates the juxtaposition of social context and body in science learning from a cultural-historical and pragmatist perspective.</p>