Anchoring ocean literacy: participatory iBook design within secondary science classrooms

Martin McHugh, Veronica McCauley, Kevin Davison, Robin Raine, Anthony Grehan

Research output: Contribution to journalArticlepeer-review

Abstract

This article elucidates a participatory design process in which a prototype iBook was embedded within the context of secondary science classrooms through multiple interventions. The fundamental design intention of the iBook is to increase students’ ocean literacy in a curriculum that lacks marine science. Two e-learning ecologies were identified across two schools; an iPad school and non-iPad school. Participants include two second-year science classes (14–15-year-olds) and their respective teachers. Science teachers were asked to implement the iBook, based on their appraisal, as an accompaniment to their lessons throughout three interventions. Qualitative data took the form of teacher interviews, teacher reflections and student exit cards. Findings illuminate emergent design principles of iBooks that enthuse students with content; mainly to draw upon their personal interest corresponding to interactive technologies. The benefits of participatory design research are highlighted with reference to augmenting student ocean literacy in the science classroom.

Original languageEnglish
Pages (from-to)89-107
Number of pages19
JournalTechnology, Pedagogy and Education
Volume29
Issue number1
DOIs
Publication statusPublished - 1 Jan 2020

Keywords

  • iBook
  • ocean literacy
  • participatory design
  • secondary school science

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