naa a22 4500 51078075X CHVBK 20180411083246.0 cr unu---uuuuu 180411e20130301xx s 000 0 eng 10.1007/s11422-012-9416-0 doi (NATIONALLICENCE)springer-10.1007/s11422-012-9416-0 Making learning whole: an instructional approach for mediating the practices of authentic science inquiries [Elektronische Daten] [Anu Liljeström, Jorma Enkenberg, Sinikka Pöllänen] This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students' knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole. Springer Science+Business Media B.V., 2012 Activity theory nationallicence Authentic science practices nationallicence Learning by collaborative designing nationallicence Multi-age learning community nationallicence Whole-task approach nationallicence Liljeström Anu University of Eastern Finland, Kuninkaankartanonkatu 5-7, 57101, Savonlinna, Finland aut Enkenberg Jorma University of Eastern Finland, Kuninkaankartanonkatu 5-7, 57101, Savonlinna, Finland aut Pöllänen Sinikka University of Eastern Finland, Kuninkaankartanonkatu 5-7, 57101, Savonlinna, Finland aut Cultural Studies of Science Education Springer Netherlands 8/1(2013-03-01), 51-86 1871-1502 8:1<51 2013 8 11422 https://doi.org/10.1007/s11422-012-9416-0 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11422-012-9416-0 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Liljeström Anu University of Eastern Finland, Kuninkaankartanonkatu 5-7, 57101, Savonlinna, Finland aut NATIONALLICENCE 700 1- Enkenberg Jorma University of Eastern Finland, Kuninkaankartanonkatu 5-7, 57101, Savonlinna, Finland aut NATIONALLICENCE 700 1- Pöllänen Sinikka University of Eastern Finland, Kuninkaankartanonkatu 5-7, 57101, Savonlinna, Finland aut NATIONALLICENCE 773 0- Cultural Studies of Science Education Springer Netherlands 8/1(2013-03-01), 51-86 1871-1502 8:1<51 2013 8 11422 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer