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Using digitized objects to promote critical thinking and engagement in classrooms

Kirsten Butcher (Department of Educational Psychology, University of Utah, Utah, USA)
Madlyn Runburg (Natural History Museum of Utah, Utah, USA)
Michelle Hudson (Department of Educational Psychology, University of Utah, Utah, USA)

Library Hi Tech News

ISSN: 0741-9058

Article publication date: 4 September 2017

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Abstract

Purpose

This paper aims to examine the impact of using digitized objects for inquiry with middle-school classrooms. Research analyzed critical thinking processes and student engagement during collaborative investigations with 3D models of authentic objects.

Design/methodology/approach

Digitized objects were 3D scans of fossils from the paleontology collection at the Natural History Museum of Utah implemented as 3D prints and 3D virtual models. Verbal protocol analysis examined critical thinking processes during collaborative student learning. Engagement was assessed via student feedback and a classroom observation protocol.

Findings

The findings demonstrated that digitized objects facilitated key critical thinking processes, particularly observation, problem finding, elaboration and evaluation. Student feedback was very positive and focused on strong interest in 3D technologies and the ability to engage in authentic exploration. Observations showed very high levels of on-task engagement.

Research limitations/implications

Additional research is necessary to determine if findings generalize across varied learner populations, including broader age ranges and socioeconomic samples, to activities implemented as fully online experiences and to digitized objects from varied domains.

Originality/value

Findings demonstrate digitized objects are effective methods to engage students in critical thinking and to promote engagement with authentic objects during classroom learning. Results demonstrate strong potential of new technologies to leverage the educational impact of digitized objects from local collections, setting the stage for expanded educational outreach by museums and libraries.

Keywords

Acknowledgements

Acknowledgements

This work described in this article was made possible through funding from the Joseph and Evelyn Rosenblatt Charitable Fund and the IJ and Jeanné Wagner Foundation. Funding was provided to explore the development, implementation and evaluation of a program to advance critical thinking in young people. Funding stakeholders were provided with progress updates and annual reports, but development and evaluation activities were pursued independently without direct involvement from funders.

Citation

Butcher, K., Runburg, M. and Hudson, M. (2017), "Using digitized objects to promote critical thinking and engagement in classrooms", Library Hi Tech News, Vol. 34 No. 7, pp. 12-15. https://doi.org/10.1108/LHTN-06-2017-0039

Publisher

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Emerald Publishing Limited

Copyright © 2017, Emerald Publishing Limited

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