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'A good day to see a bobcat': Elementary students' online journal entries during a structured observation visit to a wildlife center

机译：“看山猫的好日子”：小学生在野生动物中心进行结构化观察期间的在线日记条目

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This paper presents findings from a qualitative analysis of electronic journal entries created by elementary school students during field trips to a nature center. The field trips were part of the Habitat Tracker project (http://tracker.cci.fsu.edu/) designed to help elementary students learn about scientific practices. The Habitat Tracker team developed a mobile app and accompanying Web site integrated with a standards-based science curriculum. The mobile app includes observation worksheets and an electronic journal that guide student inquiry activities during the field trip. This study focuses on how the students’ journal entries demonstrate features of scientific journaling; how students engage in scientific practices when journaling; and how including multiple nature observation sites during a field trip shapes students’ journal writing. Our analysis demonstrates that journal entries reveal underlying strengths and weaknesses of students’ progress in scientific inquiry. The analysis indicates persistent effects of scaffolding and how carefully scaffolds’ content and delivery must be designed.
机译：本文介绍了对小学生在自然中心进行实地考察时创建的电子期刊条目的定性分析结果。实地考察是人居追踪项目（http://tracker.cci.fsu.edu/）的一部分，该项目旨在帮助基础学生学习科学实践。人居追踪者团队开发了一个移动应用程序和随附的网站，并与基于标准的科学课程相集成。该移动应用程序包括观察工作表和电子日记，用于指导实地考察期间的学生询问活动。这项研究的重点是学生的日记条目如何展示科学日记的功能;学生在日记中如何从事科学实践;以及在实地考察中包括多个自然观察点如何影响学生的日记写作。我们的分析表明，日记条目揭示了学生在科学探究中进步的潜在优势和劣势。该分析表明了脚手架的持续影响，以及脚手架的内容和交付必须如何精心设计。

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