Research

The Ecology of Children's Conceptual Thinking and Learning of Science - PICCO research programme

PICCO research programme

- pictorial computer simulation

Proactive Agents Supporting Children's Exploratory Learning - PROAGENTS

http://www.uta.fi/proact
http://www.aka.fi/en-gb/A/Science-in-society/Research-programmes/Completed/PROACT/

Children, information technology and learning
"Small researchers and innovative technology"

http://www.uta.fi/laitokset/ISI/english/projects/project20.html

The Ecology of Children's Conceptual Thinking and Learning of Science - PICCO research programme

Kangassalo, Marjatta, University of Tampere, Finland,

Kumpulainen, Kristiina, University of Helsinki, Finland

Tuominen, Eva, University of Tampere, Finland

Mäkinen, Henrietta, University of Tampere, Finland

Jaatinen, Jonna, University of Tampere, Finland

Murto, Saara,  University of Tampere, Finland

Vasama, Satu, University of Oulu, Finland

Littleton, Karen, Open University, United Kingdom

Ohsuga, Setsuo, University of Tokyo, Japan

The main goal of the research programme is to investigate children's exploratory science learning and conceptual thinking in a social context of a computer-based multimedia simulation program in early years classrooms. The second aim is to develop a visual integrated computer-based technique for the description of children's exploratory and collaborative learning, knowledge construction and the formation of conceptual models and children's theories concerning the selected phenomena.

The Academy of Finland is funding the PICCO -research programme 2007 - 2009 (115161).

The research program approaches conceptual thinking and learning from the perspective of cognitive and sociocultural approaches in order to illuminate the socio-cognitive processes of science learning when modern multimedia technological possibilities are in children's use. The unit of the analysis of the present research are to be found in both the individual and the social and their inter-dynamics interaction. Theoretical and methodological foundations of the research are laid by theories and set of concepts derived from cognitive and social psychology, cognitive science, science learning approach and studies of discourse.

One of the core resources used by young learners in the science learning units investigated in the present research programme has been a computer simulation tool, PICCO (e.g., Kangassalo 1992, 1997). The PICCO -simulation tool has been developed for children's spontaneous exploratory activity with the goal of supporting children's conceptual thinking and learning, especially the formation of conceptual models and theories concerning the selected natural phenomena. The chosen natural phenomena in the program simulate the variation of sunlight and the heat of the sun as experienced on the earth related to the positions of the Earth and the Sun in space.

The research programme continues the earlier research experiments (33 children) where the application of the PICCO simulation has been in children's use in the early years science classrooms. The main results up today indicate as a summary that the PICCO simulation tool supported very well children's exploration. Children explored the phenomena using PICCO alone, with peers or in small groups. The interconnections of the concepts and relations in the phenomena began to be constructed, the formation of the conceptual models and knowledge construction occurred mainly through different phases in the direction of the currently accepted scientific knowledge although the extent of the construction varied. (E.g. Kangassalo 1993, 1997, 1998.)

The empirical study of the research programme has been realized in two phases with a classroom community of 22 children. Phase I of the study in the year 2001 was conducted in a day care centre when the children were aged between six to seven years old. Phase II was conducted two years later during the year 2003 in an elementary science classroom context with the same children. The learning activities and tools in the science learning situations consisted of child-initiated, exploratory activities during which children had versatile tools in their use, including a 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 children are exploring the phenomena using the PICCO program. The main data of the research consist of video-recordings of children's pre- and post interviews, 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.

The main aim in the analysis is to model children's individual and collaborative exploratory learning and conceptual thinking in science learning situations. For describing the formation of children's conceptual models and knowledge construction process as well as children's exploration process a visual description techniques have been constructed (e.g. Kangassalo 1997, 2000, 2002). The description techniques are visual and graphical and their development is going on further.

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. The focus of analysis is, among others, directed upon the social and intertextual elements in the development of children's explanation processes. The analyses of the empirical data of this research project are currently undergoing.

The significance of the research project is to deepen current understanding of the nature of children's exploratory learning and conceptual thinking in an early years science classroom when modern multimedia possibilities are in children's use. The results of the research will be important for theoretical and applied research on conceptual thinking and learning as well as for educational practice with early years science learners.

The PICCO research programme is conducting by Docent Marjatta Kangassalo, University of Tampere, both with research partner Professor Kristiina Kumpulainen, University of Helsinki. Eva Tuominen, University of Tampere and Satu Vasama, University of Oulu involved with the project as the graduate students and researchers. The international research partners are Professor Karen Littleton, Open University and Emeritus Professor Setsuo Ohsuga, University of Tokyo. The project will broaden and deepen the existing research work of the research partners particularly in relation to young learners' conceptual thinking and learning of science within the social contexts of technology-enriched classrooms.

- pictorial computer simulation

The PICCO -pictorial computer simulation concentrates on the variations of sunlight and heat of the sun as experienced on the earth related to the positions of the Earth and the Sun in space. In the simulation it is possible to explore the variations of sunlight and heat of the sun and their effects on the earth in a natural environment. The objects of children's exploration can be such as changes in the life of plants and birds, day and night, seasons and so on. At the earth level the pictorial simulation represents the surrounding world, its phenomena and objects in a very natural and realistic way. In exploring the phenomenon at the space level the interrelations of the Earth and the Sun are represented with the help of an analogue model. PICCO has been aimed for 5 - 8 years old. It is very easy to use and it does not presuppose an ability to read or write.

Picture 1. The structure of the simulation

Picture 2. Examples on the screen of PICCO simulation