Learning Science Through a Visual Art Interactive Application by Amy Cline

The University of the Arts

The College of Art and Design

The Graduate Program in Art Education

LEARNING SCIENCE THROUGH A VISUAL ART INTERACTIVE APPLICATION

Amy Holt Cline

A Thesis submitted In the Partial Fulfillment Of the Requirements for the Degree Masters of Arts April 2012

LEARNING SCIENCE THROUGH A VISUAL ART INTERACTIVE APPLICATION By Amy Holt Cline A thesis submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Art Education University of the Arts, Philadelphia, Pennsylvania 2012

Date of Signature: Thesis Advisor: _______________________________

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Director, Graduate Program of Art Education: ____________________________________________

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Committee Member: ___________________________

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Committee Member: ___________________________

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Committee Member: ____________________________

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TABLE OF CONTENTS

List of Figures Acknowledgements Introduction Research Topic Research Question Research Statement

4 5 6 7 7 7

Chapter I: Conceptual Framework and Literature Review Connections between Science and Art Types of thinking used in both Science and Art The Science of the Rocky Shore What can be learned from effective computer applications

9 10 13 17 20

Chapter II: Methodology Module Overview Module 1: Visual Thinking Module 2: Art and the Intertidal Zone Module 3: Symmetry Module 4: Observing Module 5: Imaging Rocky Shore Resource Packet Collection of Data

24 26 28 30 31 32 33 35 37

Chapter III: Findings and Discussion Description of Findings Summary

43 43 54

Glossary Bibliography References Appendix A: Interview Questions Appendix B: Consent Form Appendix C: Interview Transcripts

55 57 57 63 64 65

LIST OF FIGURES

Page Figure 1. Art and Science Modules

Figure 2. Module 1: Visual Thinking 101

Figure 3. Module 2: Art and the Intertidal Zone

Figure 4. Module 3: Symmetry

Figure 5: Module 4. Observing

Figure 6. Module 5. Imaging

Figure 7. Rocky Shore Resource Packet

Figure 8. Distinguishing Differences Activity

Figure 9. Science/Art Modules

Figure 10. Audio Instructions Button

Figure 11. Pattern Recognition

Figure 12. Common Tern Info in Imaging Module

Figure 13. Symmetry Module

Figure 14. Art and the Intertidal Zone, Step 2

Figure 15. Art and the Intertidal Zone, Step 4

Figure 16. Seacoast Science Center Intertidal Zone Foam Board

Figure 17. Rocky Shore Resource Packet

Figure 18. Biodiversity Roll Over

Figure 19. Observing Through Playing

Figure 20. Camouflage

Figure 21. Why Art and Science?

Figure 22. Artists That Feature Science in Their Art Work

Figure 23. Example of Artistâ&#x20AC;&#x2122;s Work

Figure 24. Examples of Science and Art Thinkers

ACKNOWLEDGMENTS

The author wishes to express her sincere thanks to Professor Slavko Milekic for his patience, guidance, and continual advice in the preparation of this manuscript. A very special thank you to my husband, Preston Cline, for supporting art school, going the distance with this degree and making it work. Thank you to Dr. Barb Suplee and Randy Granger for initial faith and willingness to accept me into the MA Art Education program. Thank you also to Margaret Mustin for friendship, editing, and general support.

INTRODUCTION

Science and art are mutually beneficial disciplines that, when combined, have the potential to transform learning. Teaching and learning science through using visual art examples in an interactive program can help learners engage with and assimilate science content effectively. According to Richmond (1984), “art and science form a functionally interdependent relationship” that can’t be separated in how we think and act in the world (p. 82). For years, science education has been shaped by the STEM movement, which focuses on science, technology, engineering, and math. This paper deliberately expands the STEM paradigm through the inclusion of art and design topics. This thesis seamlessly merges art and science topics through the creation of an interactive software thus expanding STEM to STEAM which includes the arts as a necessary component of a well rounded scientific thinker. Robert and Michelle Root-Bernstein (1999) state “numerous scientists have also advocated art as a way to train observation, reiterating the theme that ‘that which has not been drawn has not been seen’” (p. 45). This quote also describes the practice used by Nobel Prize winner Santiago Ramon y Cajal who studied the brain and its structure by morning and then after lunch drew everything he remembered by hand comparing his notes with the actual brain in order to understand it better (RootBerinstein, 1999, p. 89). Other scientists such as Watson and Crick, who discovered the structure of DNA through building a cardboard sculpture, demonstrated that visualizing concepts through using artistic methods can lead to major breakthroughs. Santiago Ramon y Cajal won the Nobel Prize in physiology and medicine for his ability to visualize and synthesize information about the brain from memory. Unlike these examples, students today are commonly taught in single subject classes and are often focused on having students master the use of words and numbers rather than encouraging them 7

to learn to think and reason through visual means. This thesis challenges the notion that art and science should be taught separately. Specifically, this paper explores the research question: How can art and science be combined to teach science concepts about the rocky shore through using an interactive software medium. Art and science can be successfully merged in many ways. This thesis explains one example about how a visual arts interactive program can be used to train volunteers at the Seacoast Science Center (SSC) in Rye, NH, about the rocky intertidal zone. Research Topic: Teaching volunteers about the rocky shore environment can be done through a visual arts interactive application that deliberately demonstrates the connections between art and science. Research Question: Can volunteers learn about the rocky shore ecosystem through interaction with a visual arts based software that merges art and science concepts? Research Statement: An interactive art and science application can effectively demonstrate the connections between art and science while teaching volunteers about the rocky shore intertidal zone.

In a variety of teaching settings over the past 15 years, this author has observed teachers as well as middle and high school students become emotionally committed to a science topic when asked to use art methods to demonstrate their understanding. The author of this paper has shaped the way students have studied environmental science, ornamental horticulture, and expeditionary-based marine biology classes through the use of design thinking and visual art based methods. During these lessons, participants were asked to reflect, collaborate, and generate creative solutions to problem-based projects about concepts commonly delivered in a didactic fashion. Ultimately, this thesis is proposing 8

a new way of thinking about learning science in informal and formal education settings. The author believes that combining art and science in many different settings, including the one presented in this thesis, can positively influence volunteers at the Seacoast Science Center as well as lead to new opportunities and improvements in interdisciplinary learning in general interdisciplinary learning. To provide further background about this thesis, the researcher demonstrates how art and science can be merged within an interactive environment by designing five separate learning modules for volunteers to test on their own. Each activity, or module, within this thesis features science topics about the rocky shore, as well as common principles, skills and approaches found in both art and science. For example, observing, drawing, perceiving, and internalizing are all necessary skills used in both fields and are imbedded within the computer program in this thesis. Starting from a common premise, learners will approach scientific concepts from an artistic or art based perspective contained within each module. To be more specific, the module on observation is designed so that learners analyze fine art images, noticing and describing details about each image before using the same process to analyze and describe features within an image showing intertidal organisms. This strategy is modeled after a study done at the Yale School of Medicine within the department of Dermatology (Dolev, 2001). During the Yale study, students demonstrated a higher level of proficiency at analyzing patient images after first learning to identify and describe details in fine art paintings (Dolev, 2001). This thesis practices several ways of interacting with science content through using visual and auditory methods. The author believes that learning to observe and identify intertidal organisms through visual, art-based examples in an interactive environment can impact how teaching and learning happens in and out of the traditional classroom environment. The rationale behind this research question supports the belief that cross-curricular education can be significant and possibly transformational in helping students learn new content. Our current public education system supports the belief that all subjects should be taught 9

separately and that this format will properly prepare students for success on multiple choice, fact based tests. Movements such as the Discipline Based Art Education, Waldorf Education, Integrated Studies program, and some experiential education programs demonstrate that students are capable of much more than they are asked. Einstein once stated, â&#x20AC;&#x153;The greatest scientists are always artists as wellâ&#x20AC;? (Albert Einstein as cited by Kaplan, 2001, p. 37). The author believes that there needs to be more examples showing how art and science are connected both in and out of the classroom; this thesis provides one of those examples. In addition, the author maintains that learning happens in many different settings and can be cultivated through a variety of methods. This thesis includes visual, spatial, auditory, text and interactive examples for learning and teaching about the rocky shore. This software provides alternative examples for learners who will gain new content through creative play and practice critical thinking skills through step-by-step instruction while progressing at their own speed. Combining art and science is really a return to early Western European ideas about how to create a well-rounded education. Noteworthy individuals such as Louis Pasteur, Ernst Haeckel, and Santiago Ramon y Cajal have excelled in both art and science and have shown that a wider and more comprehensive view of the world can lead to new inventions and new breakthroughs in science and architecture, as well as deeper discoveries in science, music, technology, and other fields. The author maintains that teaching science through the use of such alternative methods such as multimedia, drawing, sculpture, painting and architecture, among others, can help students break through fears and anxieties about science in completely new ways. This unique software program intends to create an engaging and intellectually challenging opportunity for volunteers to learn about the rocky intertidal zone through the connections between science and art. Some of the core topics discussed in this paper include: how and why science and art are connected, an overview of science topics volunteers at the SSC should know about the rocky intertidal zone as well as how art can effectively teach science. 10

Additionally, this paper illustrates the benefits of learning about the rocky intertidal zone through an interdisciplinary, interactive application and offers an explanation of how this tool can enhance both individual and group learning within a group or classroom setting. A thorough literature review follows to provide background on each of these subtopics. According to the 2010 article in Newsweek Magazine, titled “The Creativity Crisis,” students are being taught that creativity only takes place within art class. This article reminds the reader that “factfinding and deep research are vital stages in the creative process” and can be cultivated through the use of “problem based learning programs” (Bronson & Merryman, 2010). Similar research states that, “creativity may depend…upon the ability to juxtapose and integrate forms of experience usually categorized as disparate and immiscible” (Root-Bernstein, 1985, p. 62). According to this statement by Root-Bernstein and the research that supports it, using art to teach science is not only a natural connection but one that is necessary to develop the high level creative thinking that can ultimately lead to innovation. Although this thesis is focused on the creation of an interactive computer application, this endeavor aims to help users develop a deeper level of creativity, acquire new knowledge, and freely interact with science content in a completely new way. The next section provides the background research that supports this thesis.

Chapter 1

CONCEPTUAL FRAMEWORK AND LITERATURE REVIEW This paper is built on the idea that all learners construct their own meaning from the environment they interact with. The author of this paper has been constructing her own understanding of the topic of art and science for years and has been influenced by such educational philosophers as Jean Piaget and Lev Vygotsky. The author learned early on in her educational career that all learners construct their own knowledge of the world around them through experiences, dialogue, and discovery. This thesis was built on this same educational premise through using a student centered, interactive software that allows learners to explore concepts at their own pace. In addition, the author and this thesis have been highly influenced by the design thinking process and research that supports it. Through hundreds of conversations, stacks of books and published papers, dozens of talks on design, science, creativity and more, the author has constructed her own understanding of what it means to teach science through art based methods in a variety of forms. The literature included in this paper examines the connections between art and science throughout history including what the research states about how art and science can be effectively taught together. The author has included information and content about the New England rocky intertidal zone along with a review of literature about how to build an interactive software application that can be used as a teaching and learning tool for many different ages kinds and ages of students. The resources reviewed in this paper, although not exhaustive, include 21 books, 48 journal articles, and 1 website, totaling approximately 70 resources. Research collected from the 48 journal articles include such publications as Art Education, The Journal of Aesthetic Education, Bioscience, Cognition 12

and Instruction, the British Journal of Educational Studies, Science Educator, Leonardo, and The National Society for Education in Art and Design, among others. A review of the authors shows a 2:1 ratio of male to female authors. It is interesting to note that more men have written on the topics discussed in this paper than women. Most of the papers that were reviewed conducted studies in the United States, although some authors based in Britain, the Netherlands, and India are also included. This ever expanding literature review continues to inform the author about why using art to teach abstract science concepts is both necessary and needed in education today.

Connections between Science and Art The following section explores the connections and benefits between art and science, including the identification of common components between each of these fields. There is a lot to be learned from great thinkers, past and present and about the benefits of learning through art and science. Understanding the clear connections between these two subjects has directly influenced how this interactive application has been built while keeping the learner in mind. The discovery of prehistoric cave paintings dating back approximately 32,000 years has been described as the first example illustrating the connection between art and science (Garfield, 1989). Through time, this relationship has strongly developed most notably with the celebration of Leonardo di Vinciâ&#x20AC;&#x2122;s work in science, drawing, painting, architecture, technological invention and more (Atalay, 2006; Garfield). Author Bulant Atalay (2006) reminds us that although Leonardo lived a century before Galileo, scientists are still fascinated by his expertise, technique, and highly developed skills (p. 19). Leonardoâ&#x20AC;&#x2122;s original and persistent questioning is evident along with his ability to see solutions where others could not (Atalay, 2006). In addition to Leonardo di Vinci being trained in both fields of art and science, other well known, cross disciplinary thinkers include Galileo, Michelangelo, Isaac Newton, Albert Einstein, Charles Willson Peale, Samuel Morse, Rufus Porter, Robert Wilson, Santiago 13

Ramon y Cajal, and many others (Root-Bernstein, 1985). Throughout history there are numerous examples of people who have excelled in more than one area. Leonardo di Vinci is often known for his works of art although Atalay (2006) explains that “in the last few years, as scientists…have undertaken examinations of Leonardo’s work in science and technology, they have returned to pronounce Leonardo (as) the first modern scientist” (p. 19). The influential paper written by Robert Root-Bernstein (1985) gives numerous examples of scientists who were trained in both the arts and sciences. In his 1985 paper “Visual Thinking: The Art of Imagining Reality” Root-Bernstein identified scientists who were artists, photographers, musicians, composers, poets and writers as well as architects, weavers, and those that created nonscientific inventions (RootBernstein, 1985). Root-Bernstein’s work covers more than 150 scientific biographies looking for examples to explain how these individuals were trained and interested in art as well as science and in some cases switched careers, leaving science for art. The list of scientists involved in or trained in the arts is long. In some cases, Root-Bernstein found a few scientists of the same name in more than one category. For example, George Washington Carver was a scientist, artist, and a poet (Root-Bernstein, 1985). This detailed description of scientists in Root-Bernstein’s research has been very useful to this thesis because it provides proof that innovative and successful people in history were broadly trained across subjects. Additional examples of scientists who studied art can be found in such papers as Sheldon Richmond’s 1984 paper “The Interaction of Art and Science”; Eugene Garfield’s paper published in 1989; and the 2009 article by Lord Waldegrave featured in the London Newspaper, the Timesonline. These papers help us see that scientists were not only trained in science but also excelled in many other areas, which arguably helped them express their ideas in new ways. The author of this thesis hopes to show readers that learning is wide, rich, and meaningful and can be experienced and explored in many different ways including through an online, modular designed, computer program. 14

Throughout the years and for a variety of reasons, art and science have become estranged and judged on an unequal value system. Some thinkers in education today believe that art has been treated like a handmaiden to other subjects (Efland, 1976). The research presented in this literature review provides numerous examples of how art and science can be equally explored together and yield interesting results or findings. Collaborative research studies such as those done by Don Krug and Nurit Cohen-Evron (2000) make a strong case that “curriculum integration...connect(s) different bodies of knowledge, while enhancing the integrity of each field of study (p. 259). This thesis, along with a book by Britzman (1991), contends “that the compartmentalization of knowledge” often seen in single subject classes, “limits opportunities of inquiry” (Krug & Cohen-Evron, 2000, p. 260). The papers in this literature review acknowledge the view that over the past couple of centuries science and art have been safely banished to their own separate corners…rarely allowed to speak to each other (Ritter, 2010; Wenham, 1998). C.P. Snow gave a speech in 1959 titled “The Two Cultures” in which he stated, “the intellectual life of the whole western society is increasingly being split into two polar groups” (as stated by Waldegrave, 2009). Even though these two fields have been valued differently throughout the years, art and science together have always been complementary disciplines yielding influential thinkers. Martin Wenham (1998) states in his paper titled “Art and Science in Education: The Common Ground,” that both disciplines can be seen as “modes of activity, communication and knowledge which are very wide-ranging and varied” (p. 64). Further, he states, “there has always been a common ground between them” because “both are considered to be investigative and interpretative” (Wenham, 1998, p. 64). These papers support the notion that using art to teach other subjects is grounded in a wide range of research and should be encouraged. Another commonality between these two subjects is the motivation to visualize and test ideas. Scientists and artists are motivated by a desire to test new methods, materials and to question (Lionnais, 1969; Nelson & Chandler, 1999). Both scientists and artists require the ability to observe, 15

perceive and â&#x20AC;&#x153;extract meaning from the environmentâ&#x20AC;? in order to engage in their work (Wiggen, 1969, p. 19). Garfield (1989) writes about the similar nuances between how scientists and artists interact with others when sharing their work. When writing papers to be peer reviewed or creating work to be critiqued by a juried show, those who participate in this discussion are driven by a mission to show their work within specific circles (p. 55). There is both an individual and collaborative component to work done in both science and art. Both require time to develop and nurture their ideas, time to build and test their ideas as well as display, write and review each otherâ&#x20AC;&#x2122;s work. Overall, the researcher of this paper was encouraged to see the large number of cross disciplinary articles published in the Journal Leonardo as well as other online sources that support the rich dialogue between artists and scientists. Understanding how and why art and science are connected is really a philosophical quest to identify the convergence of patterns, beliefs, influences, and motivations by which individuals define themselves in the larger world. The researcher of this paper believes that the learner is benefited when art and science are combined in a thoughtful and intelligent manner in which both subjects are featured in a mutually beneficial light. Professional contemporary artists such as Nathalie Miebech, Stacy Levy, Bill Smith and others have continuously demonstrated how to successfully merge art and science in their own artwork. Each of these artists communicates a scientific sensibility through their work while drawing the viewer into the scientific subject matter. In addition to the studies mentioned in this paper, these three artists have clearly demonstrated how art and science can be interwoven when communicating an idea about, or inspired by, science. The next section elaborates on some of the common areas between art and science. Types of thinking used in both science and art One of the strongest ties between art and science is the thinking required in both fields. This section of the literature reviews several of the prominent types of thinking used in art and science and 16

their effects on thoughts about teaching. Before continuing, many of the papers reviewed in this section use one or more of the following terms in reference to different types of thinking and abilities. These include visual and spatial literacy, perception, visual problem solving, visual spatial ability, scientific visualization skills, synthetic thinking, and more. These terms are clarified throughout this section and are defined in the glossary of terms within this thesis. Thinking is critical to all subjects but the papers included here provide insight that supports the fact that art and science as different forms of thinking can and should be linked. Rudolf Arnheim’s (1969) seminal book titled Visual Thinking covers the ideas of visual perception as a cognitive activity, and the concept that “sight is the most efficient organ of human cognition” (p. vi). Arnheim builds on this idea by explaining that visual thinking is really a combination of visual perception and sight, because together, the two of them help translate finished thoughts into visible models (Arnheim, 1969). Up to the 1969 date of publication, no one had challenged the notion that seeing and thinking were separate. Understanding this separation has led to many studies that explain the details and benefits of demonstrating thinking within both art and science. Ellen Winner (1993) writes in her paper titled “Exceptional Artistic Development: The Role of Visual Thinking” that Arnheim’s research points out that “drawings and paintings translate finished thoughts into visible models” (p. 31). Winner’s research describes visual thinking in students of all ages. Just as “adult artists are problem solving as they draw, so are children” (1993, p. 32). Visual thinking can be seen when students are asked to go through a process moving from abstract concepts to concrete models. The research on thinking is worthwhile to this paper because it reiterates the idea that to successfully teach any subject, all teachers need to understand how people think in order to engage students in more in-depth learning. L. Alcopley (1987) explains that “drawing, thinking, sculpture, ceramics, architecture, music or dance are all types of thinking that do not use words (p. 214). 17

Alcopley goes onto say that the importance of having students learn to communicate through using a wide range of visual methods is essential to learning. Building models of concepts in science can increase students’ awareness of what art theorists would call the modernist or post modernist views on art. How students place paint, shape clay, use media, and combine materials together influences their aesthetic description and their ability to think visually. Although primarily speaking about forms of communicating in art, Alcopley (1987) goes on to state that “synthetic thinking permits….a creative process, without which science could not advance” (p. 214). He also states “what is common to both art and science is the creative process and that synthetic thinking is needed in both human endeavors” (p. 213). Both Alcopley and Garfield make reference in their respective papers to Root-Bernstein’s (1985) original use of the term synthetic thinking when they state that art and science require “visual imagining of thought experiments” (Garfield, 1989, p. 54) and “visualizing imagined worlds” (Alcopley, 1987, p. 213). These terms describe Einstein’s ability to see ideas in shapes, which allowed him to make mental breakthroughs others were unable to achieve (Root-Bernstein, 1985, p. 57). This thesis hopes to create an opportunity for learners to be introduced to new ways of expanding their own ability to visualize imagined worlds. To further develop the connections between creativity and thinking, the July 2010, Newsweek article on creativity, stressed the lack of and need for creative thinking in the United States (Bronson & Merryman, 2010). The authors state that “creativity requires constant shifting, blender pulses of both divergent and convergent thinking” and that creative thinking can be developed the same way we develop muscles from repeated use (Bronson & Merryman, 2010, p. 4). Teaching divergent and convergent thinking in a classroom requires teachers to present the class with activities that encourage unconventional answers and outcomes (Bronson & Merryman, 2010). The article titled “Encouraging Creativity in the Science Lab” describes how to show students that there is not always one answer and to teach them to creatively problem solve when thinking through how to complete science labs 18

successfully (Eyster, 2010). Atalay (2006), states “the observational skills necessary to perform modern science come from the skills introduced by artists in the Renaissance” (p. 18). How we are taught, encouraged, exposed to new ideas, and involved in our own learning plays a huge role in how we imagine, develop new ideas, and positively participate in society. The author of this thesis has created a program that engages creative thinking through the use of divergent and convergent thinking exercises. Creativity and imagination are directly related to building spatial reasoning skills, which are essential in many parts of our lives. Spatial ability, visual problem solving, and spatial reasoning are terms often used in association with each other based on the literature. These types of thinking are developed when students engage in making art about science. Spatial ability is learned through interacting with the world everyday and from specific activities ranging in complexity from learning to read maps, building blocks, catching a ball, rotating images in thought, predicting trends in a graph, and more (NAP, 2006). The National Academies Press Committee on Spatial Literacy explains that learning about colors, shapes, and textures through building blocks, creating imagined structures, and determining where things are located on earth in relation to oneself are all forms of spatial thinking (NAP, 2006). Art teaches students of all ages how to manipulate ideas in their mind and then sketch them using 2D or 3D methods (Winner, 1993, p. 32). This thesis presents opportunities where learners can practice developing their own visual imagined worlds in order to develop deeper understandings of how the rocky intertidal shore works. In order to create models of scientific concepts, learners are asked to brainstorm, design, and problem solve. Each of these tasks are fundamental to critical thinking, which is a premise within this thesis. Combining the work of spatial ability and aesthetics, Folkert Haanstra (1996) identified more than 60 studies on visual spatial ability and the connections to aesthetic perception (p. 197). In the article titled “Effects of Art Education on Visual Spatial Ability,” Haanstra (1996) summarizes that the 19

combination of making art and studying art works proved to be most effective in helping students develop their own aesthetic properties. The author states that “visual-spatial abilities...are processintensive, requiring novel problem solving and transfer of experience” (Haanstra, 1996, p. 203). This thesis draws on the learners’ experience while asking them to apply their knowledge in new ways. Similar to synthetic thinking, developing “fluid analytical abilities” involves a process of “apprehending an unfamiliar configuration and rearranging it to satisfy some requirement” (Haanstra, 1996, p. 203). This reference is interesting because it is the first time the term fluid analytical abilities has been brought up in any of the literature even though it describes a deep level of thinking used in multiple fields. Each of the papers reviewed provided common examples of how scientists and artists think. Exceptional thinkers such as Leonardo di Vinci demonstrated his fluency in both visual and spatial thinking. Martino & Cook (1994) pointed out that learners interacting within art and science were using “symbolic, affective and imagic thinking” (as cited in Nelson and Chandler, 1999, p. 41). The interactive application created for this thesis illustrates art and science connections while teaching science content about the rocky shore. The initial topics chosen to demonstrate the goals of this thesis include the following topics: observation, drawing, perceiving and internalizing, divergent and convergent thinking, creativity, and imagination. Each of these topics is used by both science and artistic thinkers and is featured in the interactive application that will be tested by volunteers at the Seacoast Science Center in Rye, NH. The Science of the Rocky Shore The basis of this paper and software program is made up of facts and components that are the rocky shore. Volunteers at the Seacoast Science Center who plan to teach this topic are given a PDF of plants and animals along with an overview training of the area. To provide additional context to the reader, this paper includes a brief background on the science of the rocky shore. All of the information 20

here has been included in the designing of the interactive demonstration project within this thesis. The author assumes that the volunteers using this program will have very different backgrounds in science and that no volunteer is the same. The Seacoast Science Center is located inside the Odiorne Point State Park boundaries in Rye, NH. This beautiful coastal park has seven distinct natural habitats including a very diverse rocky shore. Volunteers at the Seacoast Science Center who work in the rocky intertidal zone are known as Rocky Shore Exploration Naturalists (RSEN). The rocky shore program is a two hour program that requires a basic understanding of the science of the area, an ability to manage a group appropriately while reading, responding, and adapting to the environmental conditions as necessary. When this two-hour program begins, the group meets, introductions are made, and the large group is split into smaller groups. Before going out to the site, each group first learns about the environmental conditions of the shore and how these affect the intertidal plants and animals in a minilesson. The group discusses tides, habitat zones, how and where to look for animals, proper placement of animals after they are picked up, and more. It is essential that each naturalist use the appropriate science vocabulary during the mini-lesson so that students can become familiar with the terms throughout the entire program. Some of the terms include: adaptation, ecology, habitat, ecosystem, abiotic, and biotic (SSC, 2002). Figure 1 shows the five major intertidal zones discussed with students. This foam board stands on an easel so students can learn where certain plants and animals are found in each zone before going outside and looking themselves. Understanding tides and the ecology of habitat zonation including the organisms that live in a specific zone is a lot of information for a volunteer to learn. Some of the RSENs have very little science background and are now working at the SSC after retiring from a full career in such subjects as finance. Others on the volunteer staff might be recent college graduates who have a thorough background in science. The challenge of this thesis was to provide an interesting and engaging 21

computer program about the rocky shore for learners who are at a variety of stages in their lives and possess various levels of knowledge. The next section provides background on the ecology and natural history within the rocky shore intertidal ecosystem. The intertidal zone is “the band between the highest high-tide and the lowest low-tide marks on a rocky shore” (Garrison, 2006, p. 289). This region is stated to be one of the most densely populated areas of life on Earth because of the amount of organisms that live there. As an organism, it can be difficult to survive in this densely populated zone because of strong waves, radical temperature changes, and consistent rising and falling tides. Each environmental factor can stress out the organisms through increased drying or long term submerging, both of which can make animals and plants more vulnerable to predators (Carson, 1955; Garrison, 2006). Overall, the intertidal zone provides endless opportunities for students and instructors to talk about key science concepts before, during, and after the rocky shore program takes place. To explain further, there are four distinct zones within the rocky intertidal shore where different organisms live based on their ability to adapt to environmental conditions. These zones are: 1) the uppermost zone or black zone; 2) the middle or brown zone; 3) the lower or red zone; and 4) the subtidal or bottom zone (Garrison, 2006, p. 291). Organisms in the uppermost zone have to learn to live above water for long periods of time, as they are underwater only a few times a month when high tides occur. The highest zone is sometimes called the black zone because it is often covered with a band of lichens and microscopic cyanobacteria that covers the rocks changing its color when wet (SSC, 2002, p. 10). The middle zone is the largest zone found at Odiorne Point because of the slope of the coast line. The middle zone is underwater about 50% of the time and “is dominated by plants called rockweeds: Ascophyllum and Fucus” (SSC, 2002, p. 10). The lower or red zone spends most of its time submerged by the surging waves and gets its name from the red algae called Irish Moss, Chondrus crispus, that lives there. As the water gets deeper, biodiversity increases. This lower zone has a wide 22

variety of plants and animals that live here and is benefited by the sloshing water that provides nutrients and oxygen to all residents. Although this zone is often below water, sunlight is still readily available. In the lower zone, the subtidal zone is the area below the low tide line that is always under water. Kelp, sponges, clam-worms, algae, limpets, and many other organisms can be found here (SSC Rocky Shore Teachers Guide, 2002, p. 10). A Rocky Shore Resource Packet is included in this paper and in the computer program to provide further background on this dynamic and complex ecosystem. The information just reviewed is essential to a volunteer who will be leading rocky intertidal visitor programs. Additionally, volunteers need to have a clear understanding about how tides work, which is covered in the following sections. High tide and low tide are terms used to describe the height of the ocean at a certain time of day along a coastline. Those who live on the coast are familiar with these daily changes and sometimes schedule their lives around them. Ocean tides are caused by â&#x20AC;&#x153;a combination of the gravitational force of the moon and sun and the motion of Earthâ&#x20AC;? (Garrison, 2006, p. 196). For some, this concept is very difficult to understand and to describe to others, which is why volunteers at the Seacoast Science Center need to be clear on how to describe tides to visitors while using visual examples. Some common questions volunteers are asked by students include: What is a tide and how does it work? Why is there a high tide and a low tide? Are tides the same height everywhere on Earth? This thesis provides background knowledge on animals and plants found in each zone that is directly connected to understanding tides. The author of this thesis aims at proving that volunteers at the SSC will gain a more clear understanding of intertidal organisms, tides, and other important concepts through the visually based computer program included in this thesis (SSC, 2002, pp. 22-23). What can be learned from effective interactive applications? The papers and books reviewed in this section cover such topics as what computers can bring 23

to new and experienced learners, what designers have learned from thinking about the user, and how online learning environments created with constructivist frameworks can encourage lifelong learning. Papers reviewed in this section cover such sub-topics as whether or not teacher training should be face-to-face or done through computers, or how to design a computer program from a designer’s perspective. Designing an interface such as the one proposed in this thesis requires a high fluency of visual thinking, the ability to problem solve, a comfort in both science, art, and design while implementing such educational principles as experiential and constructivist learning styles. Books such as “Designing Interactions” by Bill Moggridge (2007), provide numerous first hand examples of designers who have made tools, games, and devices with the user in mind. Although, none of the designers mentioned in Moggridge’s book directly created a science and art application like the one proposed in this thesis, their stories provide insight into how the field of designing interactions has evolved. The interface guidelines used to create this program include: 1. The program should be aesthetically simple and visually base; 2. Navigation tools should be consistent and intuitive; 3. Encourage the learner through reinforcement; 4. Every interaction is an opportunity to learn science through art methods; and 5. Each module illustrates the common thinking tools used in both science and art fields. When studying today’s top design firms such as IDEO, one quickly uncovers such phrases as “interaction design” or “intuitive interaction,” which means the attempt to make technology fit people rather than the opposite (Moggridge, 2007, p. 293). The researcher of this thesis hopes that the computer modules within this program will be able to create a dynamic learning environment that is visually based and features the science of the rocky shore using design based thinking. A consistent take-away message in all of these papers is that failure is an essential component to successful prototypes (Moggridge, 2007, p. 130). If an idea is going to be well suited to users’ needs, then the designer needs to be comfortable with the cycle of testing, note taking, and revising. Before the final testing of this thesis, the author completed several beta testing sessions to correct trouble areas and to 24

collect general information on the software tool as a whole. Each participant helped shape the final version by demonstrating what was either intuitively clear, confusing, or unworkable. After months of work and additional changes, the final version was tested with five volunteers at the Seacoast Science Center. The results are described in the findings and discussion of this paper.

Chapter 2

METHODOLOGY This thesis is a qualitative field study that analyzes the design and function of an interactive software. The primary research question being asked is can a non-traditional, digital based, interactive program teach volunteers at the Seacoast Science Center (SSC) in Rye, NH, about necessary science content on the rocky shore through a visual format? An interactive program that teaches volunteers about the rocky shore while using visual arts examples has not been created before. The primary question driving this thesis can be broken up into more specific sub-questions. These include: Can individuals gain knowledge about the rocky shore while exploring a digital learning environment? Did the process of merging art and science appear seamless and fluid? Did the process seem forced and take away from the content being learned? Which modules were easier to understand and why? The research design of this thesis includes interviews, videos, and descriptions about the usersâ&#x20AC;&#x2122; experience. The researcher met with each participant for up to one hour at the SSC. Before participants began working through the modules, each was asked a series of background questions about science and how long she/he had been a volunteer at the SSC. They were also asked to sign a photo release form allowing the author to show images or video of the participant using the art and science modules during her final thesis defense. During the testing, the author sat with each participant to document how she/he interacted with the program, and talking through what they are learning. These informal interviews allowed the author to gather feedback about the programâ&#x20AC;&#x2122;s functionality as well as identify how or if change in understanding about the topics within the modules was experienced by each user. The volunteers at the Seacoast Science Center are helping the author evaluate both the interactive tool and the learning 26

method imbedded within this thesis. Overall, this thesis is paving new paths for how to create concrete examples of how to merge science and art concepts while teaching science in an innovative, computerbased format. In addition to testing this thesis with volunteers at the SSC, the author also informally worked with high school students to test the interactive tool to see how they interpreted it. Their comments and experiences are included in the findings section of this thesis. The author also went beyond this thesis and tested ideas of how to merge art and science in the formal high school science classroom. More information about these examples can be found in the â&#x20AC;&#x153;Going Beyond Digitalâ&#x20AC;? section of this thesis. In order to properly explain how this thesis is set up, each computer module needs to be properly explained. The following section provides a thorough explanation of the five main modules that make up this computer-based demonstration project. Each of the five modules combines scientific concepts about the rocky shore while merging them with artistic and visual methods to explore each interdisciplinary concept. The author built this computer program on research stating that successful innovative thinking is clearly associated with the ability to use a variety of thinking skills that encourage new and alternative ways of thinking. To explain further, Robert and Michele Root-Bernstein (1999), write in their book, Sparks of Genius: The 13 Thinking Tools of the Worlds Most Creative People that new ideas and breakthroughs are accessible to all types of people and that they can be attributed to the use of many different thinking strategies. A list of some of the 13 thinking tools from Root-Bernsteinâ&#x20AC;&#x2122;s book includes: abstracting, observing, analogizing, body thinking, imaging, transforming, synthesizing, modeling, and several others (1999). Each of the five modules in this thesis was created with the intention of touching several of the thinking tools listed here. The following topics included within this computer program include: Visual Thinking 101, Art and the Intertidal Zone, Symmetry, Observing, and Imaging. Many other concepts for modules were created, but not completely finished. These are included in the 27

appendix section of this paper. The following section explains the goals and expected outcomes of each module included in this thesis. Figures 1 through 6 provide images and additional descriptions of the premise behind each module. Module Overview The modules within this thesis are the core components of the study. The initial concept of merging art and science in an interactive medium, ultimately lead to the creation of the five modules included in this thesis. Although each module is a demonstration project, without these modules there would be nothing to test. Each module is provided as a method for teaching new information, and providing opportunities to interact with science information as well as simply to explore concepts in new ways. Each module has a different focus and design. Some modules provide direct instruction or teach new actions while others encourage wonder about science and art concepts in a visual format. The following section explains details about each module. Module 1: Visual Thinking 101 The module titled Visual Thinking 101 is listed at the top of the module list and is intended to introduce the learner to the rocky shore through a variety of shapes and puzzles while introducing the idea of play within the program. After clicking on the Visual Thinking 101 button, the user will see that there are four sub-sections to the module titled Attention to Detail, Distinguishing Differences, Pattern Recognition and Constructing Knowledge. Each sub-section is very different from the others, but aims at priming learners by exposing them to a variety of shapes and information about rocky shore organisms. The first sub-section within the module titled Attention To Detail, asks the learner to decipher and identify several rocky shore organisms that are disguised in a series of overlapping line drawings as seen in Figure 2. The author created this module to help viewers learn to immediately recognize the shape of the organism without the help or distraction of colors, textures, and surrounding habitats. When first entering the page, users will listen to the automatic audio instructions 28

and simply look and identify what they see by naming the organism’s names out loud. When stumped, the learner can click the “Check Answers” button and watch each outlined shape move to a separate location on the page, allowing the learner to see them more clearly. Viewers soon learn that when they roll over each black and white shape a color image of the organism along with some basic information

can be seen. When choosing the button, “Go to step 2,” users will see another set of overlapping line drawings of black and white shapes. This step is meant to give learners practice identifying shapes of intertidal animals using the same method they just learned. The goal of this initial module is simply to “warm up” viewers by asking them to complete a series of puzzles and simple games. Researchers Robert and Michele Root-Bernstein (1999) state that the ability to recognize patterns has been known to help thinkers come up with new ideas about a 29

given project (p. 96). The author hopes that this module will introduce and possibly teach the skill of pattern recognition while interacting with species identification in new ways.

If proceeding in order through the Visual Thinking 101 module, the next sub-section is titled Distinguishing Differences. Like games similar to “Where’s Waldo,” where one has to search for a small out of place person, this activity challenges the viewer to look and notice differences between the organisms within each square. Once the correct square is chosen, and the user clicks on the square, a small cheer is heard and information about the missing or changed organism pops up. This method is meant to be fun and educational by reinforcing information when the learner interacts with the program. The third of four subsections within Visual Thinking 101 is about recognizing patterns in both 30

art and nature. Here, select thumbnail images from nature and the art world are arranged next to each other in a mosaic pattern. This intent of this subsection is to begin to notice the similarities of patterns seen in both art and nature. Once the square or thumbnail is clicked on, a large image appears and the name of the artist or habitat appears for a limited time before it disappears. This technique is used to simulate the idea of turning over cards, guessing patterns and then exploring the patterns of another image. This module visually communicates the message that patterns in nature are very similar to those found in art. The author is curious about what learners think about this sub-module because it is not meant to directly teach a concept but rather to allow for time to play and explore freely. Once users click on the Constructing Knowledge button, they hear instructions about how to navigate this page. Constructing Knowledge is the last section of Visual Thinking 101. This activity asks the learner to look at the image and see if they can construct two different organisms (or crabs) by using the mouse to move each body part into place to form two separate crabs. Once finished, users can hit the button identifies “show me the answer,” which will move the crab parts into their proper location to reveal two different species. In addition, an explanation is heard about what a crab represents as well as relevant background information. Through using a sense of play, this module engages the learners in the act of noticing and recognizing subtle details while constructing an animal they perceive in the pile of shapes. For some, this module may illustrate the Gestalt philosophy where no organization is determined until the “show me the answer” button is clicked pulling all the details together. While watching some high school students move the body parts into position, the voices in the room got more excited as the crab came into view. This revealed to the author that the students originally could not envision the final crab image until they got closer to moving each body part into the correct place. They also didn’t notice that there were two sets of complete crab parts until they clicked the “show me the answer” button. 31

Module 2: Art and the Intertidal Zone The next module in the list is titled Art and the Intertidal Zone. This module is an experiment is using an artistâ&#x20AC;&#x2122;s style of art to try to teach or reinforce the idea that different species in habit different areas because of the amount of time they can live in or out of the water. The 1920s grid paintings made by artist Piet Mondrian can be seen in Figure 2. The module is designed so the users first learn about Piet Mondrian the artist before getting an opportunity to make their own digital version of a grid painting by using the mouse to drag and drop colors and lines onto the canvas. After

they learn about the artist and gain experience using the tool, users are then asked to review background information on each of the intertidal zones. If they do not need to review the information they can go to step four, which presents them with the final step within the module. This final step asks users to combine everything they have learned and make their own digital grid painting while being mindful of, and incorporating where, each species in the list is found in the rocky shore ecosystem. In this final stage, the painting colors on the left hand side of the page represent intertidal organisms. Learners have the option of arbitrarily placing each color where they would like or assigning a species name to each color and placing it in the high, middle, or low zone it is found in nature. The users have the chance to play and experiment with composition design while thinking about where some of the rocky shore organisms are found with respect to the zone they inhabit. The author questions if this module will be a bit complicated for users. The author hopes that with clear visual and audio instructions on each page, users will understand what to do at each step and not give up in confusion along the way. Ideally the researcher hopes that this module will teach the learners about a small piece of art history, where species live within the intertidal zone, and how to create their own inspired grid paintings while learning more about the underlying lessons imbedded within the program. Module 3: Symmetry The third module, titled Symmetry, is designed very differently from the first two modules. One of the key overlapping concepts in science and art is that symmetry can be found in both fields. Scientists study and identify organisms noting whether they have bilateral, asymmetrical, radial, or spherical symmetry. In the art world, many artists think about symmetry as a point of inspiration or a point of departure in how they design their work. This module is meant to show the learners that there are many ways of thinking about symmetry in both art and science and to provide examples and definitions of these four types of symmetry. In teaching about the rocky shore, showing students 33

which intertidal organisms have bilateral symmetry, such as crabs and mussels, can help them think about science in new ways as well as learn new descriptive terminology found in different fields. Scientists are taught to classify organisms based on shape and adaptation. Teaching young learners to

see shapes and design in an organism can help them develop early habits of association.

Module 4: Observing â&#x20AC;&#x153;We can not focus our attention unless we know what to look at and how to look at itâ&#x20AC;? (Root-Bernstein, 1999, p. 42). The observation module within this program is built on the same premise that led to the success of Yale Medical School dermatology students after they learned to describe and analyze famous artwork. As stated previously in this thesis, after students learned to notice details in artwork they were better able to notice and describe details in patient images, which 34

led to more successful diagnoses of patient skin images. In a much more abbreviated program, this module asks learners to first look at an impressionistic work of art and drag and drop a variety of words provided on the page to the box on the far right side of the page. The author believes that the act of observing the painting and noticing the details before reading and choosing a word to describe the image may help increase vocabulary and widen perspective while helping users notice details about the image in front of them. Although there are many different words to describe the image, users can click â&#x20AC;&#x153;check answersâ&#x20AC;? and read about which descriptive terms might be used that more closely describe the painting out of all of those provided. After learning to describe art, which may be new to a volunteer, participants will proceed to

Part two, where they will look at an actual intertidal image and drag and drop new descriptive terms into the box at the right of the image. Here they are asked to visually analyze and describe a rocky shore environment as well as identify some of the organisms seen there. The author hopes that the users will gain experience noticing details they might not have seen before as well as expand their ability to give new language to regularly seen environments. Module 5: Imaging Overall, the Imaging module is made up of two sections. The first is titled Locally Heard and the second is Touching Art. Part one of Locally Heard asks users to identify local bird species

commonly found in New Hampshire through identifying four images. Participants drag and drop the 36

name of the bird into the correct box where they are told if they are correct or not by a sound that’s made. Next, learners proceed to part two of Locally Heard where they open the page and automatically begin listening to the calls or sounds that each of the four birds pictured makes. After listening and recognizing the sounds, users are instructed to click on the correct bird image to find out if they are correct. The second section of the Imaging module called Touching Art is an attempt to engage parts of the mind that do not often think visually. People are rarely instructed to imagine or visualize texture without a tactile component. Authors Robert and Michelle Root-Bernstein (1999) state in their book Sparks of Genius that successful imaging skills have lead to breakthroughs in many areas of learning. They state, “there is a high correlation between artistic avocation, visual thinking ability, and scientific success” found among 40 scientists included in their study (p. 54). Universities such as Stanford, MIT, Auburn University, and others teach and evaluate their students’ visualization skills in order to make them better thinkers and visualizers. Breakthroughs in ideas have been associated with the ability to see ideas in completely new ways. Although, this module only provides one example of identifying images and recognizing bird sounds, as well as how to compare textures from the rocky shore with those found in art, there are many more examples that could be created. Rocky Shore Resource Packet The interactive program provided within this thesis is built on the premise that information about the rocky shore can be learned in new and visual ways. A paper copy of the Rocky Shore Resource Packet is handed out to all volunteers when they start working at the SSC. This thesis is built upon how to make this black and white paper document come alive in visual, colorful, and interactive ways. With this in mind, the author created a digital version of the resource packet within this thesis because the format and information might be familiar to the learner. Throughout the rest of the interactive program, learners are met with color images of the same plants and animals seen in this 37

black and white document. The digital version is provided in several places within the program to provide additional background material and acts as a reminder that learners can use to review the information if they need it.

Collection of Data As mentioned earlier in this paper, the author met with five volunteers on Friday, March 16, 2012, in Rye, New Hampshire, to watch them test the rocky shore software this thesis is based on. The five participants ranged in age from 21 to 70 and each had had some kind of experience with rocky shore information. Participants also had a range of skill levels using computers. Each volunteer was 38

committed to learning more about the rocky shore, although only two had actually taught the rocky shore program at the Seacoast Science Center (SSC). Specifically, two volunteers were male, three were female; four of the five were active volunteers at the SSC. One volunteer was a UNH Docent in Training (DIT) and another had been a Docent for years before becoming a volunteer at the SSC. The Docent in Training program is a lengthy training program offered through the University of New Hampshire covering similar rocky shore topics as taught by SSC volunteers. Both male participants had taught the rocky shore program between 80 or 90 different times. Participants found out about this study through reading an announcement in the volunteer newsletter or receiving an email from the SSC volunteer coordinator. A copy of the announcement can be seen below. Rocky Shore Training Naturalist Amy Cline, has been working with the SSC on her graduate degree project. She will be at the Center testing a Rocky Shore training program on the computer. We are looking for 5 adults that might be interested in learning more about our Rocky Shore and possible teaching classes in the future. She will need about an hour of your time, to go through the program, and to get your feed back. If you are interested, please contact Laura at l.bahl@seacentr.org

Friday, March 16

Within a short period of time five very different participants responded asking to test the software. The author met with each volunteer for an hour, took pages of notes and several short videos of each participant interacting with the software. Volunteers were asked to talk through their ideas out loud explaining what they thought as they completed the program. Transcripts from all videos can be found in Appendix C of this thesis. Separate from the formal volunteer testing, this thesis was also tested by two family members, several high school students, the Education Director at the SSC and her 5-year-old daughter, who claimed she was an expert on the rocky shore. All participants have informed the findings of this thesis, although the bulk of this paper is based on feedback collected from the five volunteers at the SSC. The interview referred to throughout each testing session can be seen in Appendix A and the 39

photograph waiver participants signed is included in Appendix B. Each volunteer completed at least 90% of the software program within the one-hour session. Participant 1 was unable to view the activity Pattern Recognition because of a computer glitch, although this was resolved before the other participants viewed the program. Participant 3 was unable to finish the entire program because of the careful pace she followed throughout the program. Participant comments and their interactions with the program demonstrated that each person had different skill levels with using computers. Participant 4 said, “see I am not a computer person” after opening the Distinguishing Differences activity seen here (Video 4.1). Something about this module seemed to intimidate her because in all other cases she demonstrated an overall ease with using a computer throughout the program. It’s worthwhile to note that just as she said she was not good at computers, she leaned in, read the directions, and quickly

Figure 8. Distinguishing Differences Activity

clicked on the right answer and heard a group of voices say “yeah!!!” Participant 2 did not clearly state his insecurities about using computers, although his use of the mouse while testing the Constructing Knowledge activity proved to be less advanced compared to other volunteers. Related to stating insecurities, Participant 1 looked at the Distinguishing Differences activity and said, “I never did well on spatial relations” but also quickly chose the correct answer. The author realized that users learned to navigate the software through a variety of 40

Figure 9. Science/Art Modules

instructions,

including

those

given

the

researcher in person, audio instructions included in the program, and roll over buttons that made sounds and changed graphically to indicate an action. Even though several types of instructions were included in the program, when volunteers sat down to start the program several asked, “so what do I do now” rather than reading the directions and clicking on the main picture. It was encouraging for the author to see Participant 1 go directly to the instructions when he felt he needed more explanation. The author watched as he arrived at a page and said speaking to himself, “ok…..read the directions that’s a good clue.” He clicked on the button and quietly read the directions and said “ok….well that’s clear” and continued (Video 1.2). From a designer’s perspective a software program should never get in the way of the user. It was clear to the author that the image buttons that made sounds successfully taught the user to click on them. Upon entering the Science and Art Module home page, Participant 1 did not seem interested or surprised by the sounds and immediately clicked on the first module in the list. Participants 2 and 5 focused on reading the words in the list to the right of the buttons. Participant 3 stopped and moved her mouse slowly on and off each picture listening to the sound and watching the graphics change. She tried to mentally figure out how each one was made as she moved through the list of changing buttons. When I asked her what she was thinking, she said, “so my curiosity is…how you did this, because you took an image and then…(looks at each image/button on the main page trying to figure out how it was made)….”well that’s blurred, so I guess you have used different effects on the image… the other one looked like you almost drew it……neat!, ok……” (Video 3.1). Participant 4 smiled as 41

she rolled over the images and giggled quietly when hearing the sounds. To start, most participants clicked on the first button in the list, Visual Thinking 101, and started working through the program. Next they clicked on the activity Attention to Detail. This is the only module that has audio instructions that start automatically. This method clearly explained what the user should do because all participants started reciting the organisms they recognized out loud when looking at the black and white shapes in the box. All volunteers could see a minimum of four organisms. The Attention to Detail activity within the Visual Thinking Module is the only page that plays automatic instructions for the learners to hear.

Most other

modules provide a blue button as an option for the learners to listen to the audio instructions if they choose.

Figure 10. Audio Instructions Button

Judging by

Participant 1’s behavior later in the program, it was clear that he knew the blue button was available and would click on it if he did not know how to proceed. This same participant took time to read the written directions when audio instructions were not available. Watching Participant 1 open the Observing Module and immediately click on the “Read the Directions” button and say “that’s clear,” indicates that the format of the interactive software teaches the user how to use it while stepping through each page. In addition to feedback about each module, participants provided feedback on the importance of connecting art and science. Initially, volunteers did not know that this thesis was based on the idea of merging art and science but instead came specifically to learn more about the science behind the rocky shore. Some were happy to discover the emphasis on art and others were simply surprised and intrigued that art was included in the program. After working through more than half of the modules, each volunteer explained how art could help students learn about science and vice versa. Participant 4 stated, 42

I have this extreme artistic side and this extreme math and science side and having a program that will blend the two will bring a lot of people together. Some of the kids are so scientifically minded and getting the art side into it can relax them and make the science easier to understand….same with the art kids, the art will make it easier to understand the science… (Video 4.4) Participant 2 did not say that the art within the program should be removed but he did wonder if students would understand the references to art in each module. When speaking about adults using the program he said, “…..I suspect that the average adult that walks in the door here….its going to be informative from both a science and an arts standpoint…” (Video 2.6). When asked if she thought it would be confusing to teach kids about art while teaching about science, Participant 4 stated, “ummm, no. I think art is a good tool to teach science” (Video 5.2). One of the key insights all program testers explained is that all instructions will be read for its literal meaning. Each beta test informed the author on the need to be clearer in how she intended each user to interact with the tool. When working through the Symmetry module, Participant 1 read the directions out-loud saying, “Click on a triangle below and test your knowledge about symmetry.” As he proceeded through each triangle he would ask, “What am I being tested on?” or “How do I choose an answer?” Not all triangles in this module are written in right or wrong answer form. This was confusing for a few volunteers where as others seemed to click on each triangle reading each example to learn new information. Similar to the responses collected during the Symmetry Module, some participants were unsure about what to do with the activity titled Pattern Recognition found within the Visual Thinking Module. This activity was exploratory asking users; 43 Figure 11. Pattern Recognition

Can you guess what each (thumbnail) image represents, science or art? The question becomes rhetorical because there is no clear place to write one’s answer. This module was more successful as a dialogue because participants could talk through what they were learning as they guessed whether each image was an example of art or nature. After looking at seven thumbnail images, the author was interested to hear Participant 3 conclude, …well and I guess the point of this is that pattern recognition is very important because it helps you pick out some of the creatures and things in the intertidal zones if you are able to recognize some of the shapes and colors and how they stand out and you can show people that they are able to find the crab that’s hiding and things like that…..I guess that’s what its… (about)... (Video 3.1) Participant 4 talked about what she knew about each thumbnail image. When asked why pattern recognition is important in learning about the rocky shore she said “…as to why the patterns are significant in nature I’d have to say a lot of it is for habitat and protection…” (Video 4.2). Participant 5 stated, “……I feel like artists a lot of the time, look at nature and use some of those examples in their art….so they may connect some of the patterns they see and put it into their own words….as they say…”(Video 5.2). Each of these comments told the author that this exploratory module allows participants to dig more deeply into topics than expected. The next section explains what these comments mean within the larger context of merging art and science through this method.

FINDINGS AND DISCUSSION

The overall findings teach the author about which modules clearly worked and which ones did not, while also providing a clear example for how art and science can be successfully merged in a variety of formats. Testing this software with five educated participants helped the author see the difficulty in designing a program that meets many needs and abilities. Based on the participants’ feedback, the author can see which modules need to be redesigned for improved clarity and what modules should be included in future versions. This section describes major patterns found in the data, recommendations for future versions of the software, and a description of modules that were not included. The three modules that appeared to be easier to understand were Visual Thinking 101, Imaging and the Observing Module. These three modules were designed with clear directions and understandable outcomes. Volunteers responded when they either got the question right or wrong with comments or a reflection about what they had just learned. It was also evident that participants were more comfortable with these modules because the information was more directly connected to rocky shore topics. While looking at the Attention to Detail activity, which is nested within the Visual Thinking Module, Participant 3 checked her answers when she stated, So alright….so that was some kind of a snail…oh it’s a tube worm…ok…….so I always thought those were some sort of land snails…..when you find them on the beach and I was always more confused…they are more curved, they are not flat….”(Video 3.1). She goes on to say, “back to the horse mussel….I do like the pictures I especially like learning about this tube worm I didn’t know anything about. (Video 3.1) Participant 4 also eagerly checked her answers while looking at the same Attention to Detail Activity. 45

She said, “yes…tube worm…I knew that was what it’s called…..tube worm…I see those….there is another muscle….that’s a spiny….a brittle star, that’s what it is” (Video 4.1). The researcher realized that the design of this module allowed participants to check their knowledge about intertidal animals and learn new information along the way. Participants had two opportunities to interact with shapes of rocky shore organisms before moving on to the Distinguishing Differences activity. It appeared that volunteers would have completed additional activities that used the same format if they had been provided. Findings collected from the Distinguishing Differences activity showed that some modules were harder to read than others. The author noticed that Participants 1, 2, and 4, who were the oldest of the group, needed to adjust their glasses several times during this session. Overall, this is not a problem, but it reminds the author that font, size, and color are important aspects to consider when designing an interactive software. The author also noticed that when users achieved the right answer they did not always want to read the additional information that was provided and instead wanted to quickly move on to the next question. While completing the Distinguishing Differences activity, Participant 2 did not see the right answer and needed to read the hint, which asks ‘what organism forages at night by scraping microscopic algae off the rocks with their radula?’ On two occasions, participants thought that they should be looking for a periwinkle instead of a limpet. Participants 2

Figure 12. Common Tern in Imaging Module

and 5 both admitted that they did not see the answer and asked for help from the researcher. Unlike volunteers who quickly chose the right answer, Participants 2, 3 and 5 stopped to read the additional 46

information about the limpet or the crab provided in the answer. This explains that interactions should be designed so that the user is required to come in contact with the content imbedded within the program. The participant will not read additional information if it is not needed to accomplish a task. This was clearly seen when participants interacted with the Distinguishing Differences activity and two locations within the Imaging Module. Unlike the first three modules described, Symmetry and Art and the Intertidal Zone yielded different interactions from users. The directions on the top of the Symmetry page read, â&#x20AC;&#x153;Click on a triangle below to test your knowledge about symmetry.â&#x20AC;? This was confusing to participants because when participants clicked on a black triangle, 95% of the time the information presented was not in test format. Instead, participants simply looked at an example of one of the four types of symmetry found in art or science and wondered why they were looking at it at all.

Information

included was interesting and new to

Figure 13. Symmetry Module

learners but they were being asked to make their own connections about what they were reading. Participant 1 not only seemed bored while clicking through the triangles he also repeatedly clicked on the same triangle. This showed the author that if triangles changed color after they have been touched the user would know where to go next. Separate from the confusing instructions within the module, this module had a few unexpected glitches and mildly confused participants. In hindsight, this program needs to present the user with the overview image that explains the four symmetry concepts seen in the module. Participants had to be directed to this button as they did not notice it and were not asked to interact with it in anyway 47

within the program. Other insightful comments shared while using this module included “I am so glad you tackled symmetry, I feel like we don’t teach enough about the other types of symmetry” (Conversation with SSC Education Director). When asked if she taught symmetry before to kids Participant 5 said “yeah, I do that a lot with like….um… sea stars and sea urchins….how we say that they are cousins…because you can tell that when you turn over the sea urchin and it has the radial symmetry on the underside….” (Video 5.8). Art and the Intertidal Zone proved to be a very step intensive module. Participants responded with a variety of reactions ranging from discomfort and dislike to intrigue and ease of use of the tool. Participant 3 was reminded of an intertidal field study program she did when learning about Piet Mondrian’s

Figure 14. Art and the Intertidal Zone, Step 2

grid paintings. After she easily made her own digital grid painting within the module she said, “...we did a thing where we had a grid…not a grid but a square made out of PVC pipe and we put that square down on a piece of intertidal out here and we had to define everything inside of it” (Video 4.8). This is ideal to hear from the author’s perspective because it explains that a user could see the connection between the art of Piet Mondrian and the content about the intertidal zone. Other participants did not react the same way. Participant 3 sat back in her chair and made a dissatisfied facial expression when she was asked to Design her own grid painting. When asked about what she was thinking and why she made the dissatisfied face she said “….I guess it’s just that I wanted to learn about the rocky intertidal zone and ….maybe I am….I guess I am not….not finding the connection readily…” (Video 3.2). Volunteer 5 explained that she thought 48

of the creatures in the intertidal zone as representing organic shapes and that she had a harder time thinking about these creatures as colors in rigid boxes. She said …..it’s a different way to think about it too….especially like I said….when it comes to nature, I like more organic material and drawings and shapes things like that….where I think its harder….maybe just me mentally think about…..to use boxes and lines to describe it….it’s kind of…..interesting…makes you step outside of your bounds. (Video 5.6)

Although some did not like this module, Participants provided a lot of helpful feedback about how to make the final step easier and more user-friendly. Currently, the final step in Art and the Intertidal Zone asks the learners to connect what they have learned about the intertidal

zone with

the Piet Figure 15. Art and the Intertidal Zone, Step 4

Mondrian grid-painting format. All participants said that the limited options of colors made it difficult to fully represent the number of organisms in the list. They suggested providing more colors or more shades of each color. The author noticed that each participant interpreted this final task very differently. Some participants could see that the organisms in the list could be found in many zones not just the zones they were listed in, while other learners took the list at face value, which affected the design of their grid painting. Overall, the author learned that the Piet Mondrian module is slightly complicated and requires the learner to step through four inner pages before reaching the final step, which is also confusing. Each participant brought up some interesting ideas about how to teach about the rocky shore while 49

interacting with the module. Participant 1 explained that the terms used in the software program do not match the terms the SSC volunteers use to teach students about the rocky shore. The image at the right shows the foam board that volunteers use to teach the rocky shore program. There are five major zones the volunteers use to teach students beginning with the Splash Zone above the High Tide zone. Volunteers use such terms as High Tide, Mid-Tide, Low-Tide and Sub-Tidal terms rather than Upper or Black Zone, Middle or Brown Zone, Lower or Red Zone, and Subtidal. This was not confusing for the five volunteers but it would need to be changed if used in future Figure 16. Seacoast Science Center Intertidal Zone Foam Board

versions. Participant 1 stated, “it doesn’t quite follow that (referring to foam board)…but that is ok” (Video 1.6). After discussions, it is clear to the author that this module should be re-designed for future use. The Rocky Shore Resource Packet provides background information about the plants and animals that live in each of these zones. Participant 1 explained that learners should be presented with this information at the beginning of the program so that they are primed with the information before they start working through each of the modules. While looking at the Rocky Shore Resource packet Participant 1 stated “so, in that sense, probably going through these

Figure 17. Rocky Shore Resource Packet

might have been a little better at the beginning to get you primed for this stuff” (Video 1.5). Both Participant 1 and 2 stated that learners would be better off if a module showed where the organisms were found in each rocky shore zone rather than provided as 50

isolated information cards on a separate page. This reminds the author of a module that did not get included in the final program but was a worthwhile idea. Seen at the right, the author had created an activity that placed plants and animals in the zone where they are found. When the user rolled over an organism they could Figure 18. Biodiversity Roll Over

read the common and scientific name associated with it. It is unclear why the

author decided not to include this activity within the module but it is reinforcing to know that she was on the right track all along. Additional modules that were not included in the final software version include the activity titled Observing Through Playing seen in Figure 19. This activity was created in puzzle format with the intent of providing time for participants to â&#x20AC;&#x2DC;playâ&#x20AC;&#x2122; and rearrange overlapping puzzle pieces of a tide pool image. Based on research about seeing, looking, noticing, playing and constructing the author tried to Figure 19. Observing Through Playing create an environment where learners could explore all of these ideas. Ultimately the activity was eliminated because it was not clear to the learners when they should stop or what they learned when they felt they had finished. The author believes that exploration and playing is a worthwhile endeavor but more context needs to be provided in order for the author to feel that the module experience is successful. 51

Other modules that were not included Explore Camouflage in both art and nature. The artist in the image at the right is hidden in the image. Participants were asked to view several different pieces of art on different colored backgrounds and would do the same

Figure 20. Camouflage Module

with intertidal organisms. After this they would then be asked questions and details about what they viewed in connection with learning to decipher organisms in their own environment. In the end, this idea was not fully formed and was not included in the final version. Early on in the creation of this software, the author felt strongly that the learner should be informed about research behind why art and science are connected. Research explaining how these two topics have been connected throughout history is lengthy and difficult to summarize. The author attempted to create a movie-like experience where the learner listens to a narrator explain some of the common thinking tools used by both scientists and artists and presented them in this visual format. However, this format turned out to Figure 21. Why Art and Science? be clunky and non-intuitive so it was eliminated from the final version. Two additional modules that provided background information on research connected to this paper were also included. One module provided images and text describing the work of 15 artists who feature science in their artwork. Individual images and information were included about each artist and could be seen when the user clicked on the square next to the artistâ&#x20AC;&#x2122;s name. An example of Bill Smithâ&#x20AC;&#x2122;s 52

work is seen here on the right. The third module in this series that was not included was a page showing examples of thinkers who excel in both science and art domains.

This page

included a list of names that could be clicked on that provided explaining quotations, images and background Figure 22. Artists that feature science in their art work information about each person. This module was not included in the form of an activity and thus did not easily fit within the 5module format used within the thesis framework. These three modules are a good representation of the time spent thinking and creating interactive activities that teach and challenge the learner.

Figure 23. Example of artistâ&#x20AC;&#x2122;s work

Overall the data and findings collected within this thesis demonstrated that users did learn about science through using this visual-arts based program.

Figure

Most participants were able to explain how art and science are connected and why it has a place within this program. Findings for this study were valuable, informative, and provided necessary feedback on how Figure 24. Examples of Science and Art Thinkers the software was perceived by Seacoast Science Center volunteers. Comments from the participants showed the author that this type of interactive tool can teach new content to learners at many levels and is not limited to this format. Participants stated that this tool should be made available on the web, could be taught in an in-classroom program for teachers as professional development, be tailored to the meet the needs of young audiences, or presented in a form of a museum kiosk. The feedback from volunteers proved to the researcher that 53

this interdisciplinary software should be expanded with necessary modifications. All volunteers were genuinely intrigued and glad to have been involved in the study.

SUMMARY

This thesis is a demonstration project showing that art and science can be merged to successfully teach science content using a digital medium. Specifically, this thesis proposed an innovative approach to delivering and learning necessary knowledge about the rocky intertidal shore to the volunteers at the Seacoast Science Center in Rye, NH. The author believes that the research supporting this study and the development of this unique tool adds meaning to the conversation about what interdisciplinary learning can look like in a variety of settings. The design of the thesis was influenced by years of working in the formal classroom as well as time spent working in informal education centers. The format of the software program is very similar to something that could be tailored for a kiosk in a museum. This interest along with a strong desire to think about teaching and learning in creative interdisciplinary ways has shaped the development of this thesis. The process of testing the software with several individuals showed the author that this program was successful even though many aspects should be redesigned. It is clear that the order of modules could be rearranged for the benefit of the learner as well as placing the Rocky Shore Resource Packet at the beginning of the program. The design of the software tool proved to be both graphically pleasing and occasionally conceptually complicated but still challenged the learner to think about familiar ideas in new ways. The volunteers and science center employees responded enthusiastically by what has been created. The literature-based research included in this paper strongly influenced the design of this software tool as well as the authorâ&#x20AC;&#x2122;s background working in museums and teaching students. Robert and Michelle Root-Bernsteinâ&#x20AC;&#x2122;s work intrigued the author to the extent that she designed each module topic off of the 13 most creative thinking tools the Root-Bernstein (2006) 55

research team writes about. Now that the testing is completed, the author can see that many of the module titles were not self-explanatory to volunteers and could have been reworded for clarity. Having studied science, art, and education the author realizes the benefit of learning and teaching from a cross disciplinary foundation. The author is trained to think in both formal scientific ways, which have clear expectations, as well as through more exploratory and artistic realms that are commonly more open ended and up for interpretation. Living and thinking in these two domains made it slightly difficult for the author to decide how to proceed, what modules to make and how much art should be included and more. There are no rules for developing a rigorous and respected program that merges science and art. This fact has been both freeing and constricting but is common to the creative process to new ideas. It was important to the researcher that volunteers learn science concepts and be exposed to art and art based thinking. These modules represent an assortment of finished ideas. There were several other ideas that were partially made and pages of sketches that might someday take shape. Participants requested that this program be made available online so that they could practice and learn from it on their own and read at their own pace. Some participants also explained that this program should be made available as an on-sight testing within the SSC Distance Learning Center where learners could talk about what they were learning with others along the way. Overall, this thesis attempted to facilitate a new meeting ground between volunteers, rocky shore intertidal content, educational researchers, scientists, and future students. Although this program was built specifically for SSC volunteers to learn about the rocky shore through visually based methods, it is clear that with minor changes, the following groups would also benefit from this program. These groups include: classroom science and art teachers, students who will take part in the rocky shore program, current and future volunteers, visiting families and the general public. Based on feedback from volunteers and those who have seen the program, the author believes that this thesis has positively contributed to the belief that an interactive art and science application can effectively 56

demonstrate the connections between art and science while teaching volunteers information about the rocky shore intertidal zone. The interactive tool, research paper, and feedback have expanded the authorâ&#x20AC;&#x2122;s skills, and notions about how and why art and science should be merged. This research has positively influenced the way the author teaches science using visual based methods in a traditional classroom setting. This research has and will continue to shape the authorâ&#x20AC;&#x2122;s beliefs about what teaching and learning can look like in a hands-on, interdisciplinary environment.

GLOSSARY

Abiotic. Non-living chemical or physical components in the environment. Adaptation. The evolutionary process whereby a population becomes better suited to its habitat. Biotic. Living components in a system, for example a plant or animal. Ecology. The scientific study of the relation of living organisms living organisms to each other and their surroundings. Ecosystem. A biological environment consisting of all the organisms living in a particular area in a particular area, as well as all of the nonliving, physical components of the environment with which the organisms interact, such as air, soil, water, and sunlight. Fluid Ability. Fluid intelligence seen in the ability to reason quickly and to think abstractly. Habitat. An ecological or environmental area that is inhabited by a particular species of animal, plant or other type of organism. Imagic Thinking. The ability to imagine new realities based on partial information. Intertidal Zone. The area that is exposed to the air at low tide and underwater at high tide. Perception. The process of attaining awareness or understanding of sensory information. Scientific Visualization Skills. Techniques used to visualize or conceptualize concepts in science otherwise difficult to understand. Spatial Literacy. The ability to use the properties of space to communicate, reason, and solve problems. Visual Literacy. The ability to interpret, negotiate, and make meaning from information presented in the form of an image. Visual literacy is based on the idea that pictures can be â&#x20AC;&#x153;readâ&#x20AC;? and that meaning can be communicated through a process of reading. Visual Problem Solving. Using visual means, graphics, symbols, colors, to tell a story that words cannot capture in the same way. Visual Spatial Ability. The ability to mentally manipulate 2-dimensional and 3-dimensional figures. It is typically measured with simple cognitive tests and is predictive of user performance with some kinds of user interfaces.

REFERENCES Alcopley, L. (1987). Editorial: On knowledge in art and science. Leonardo, 20(3), 213-215. Arnheim, R. (1969). Visual thinking. Berkeley: University of California Press. Atalay, B. (2006). Math and the Mona Lisa: The art and science of Leonardo da Vinci. Smithsonian Institution. Britzman, D. (1991). Practice makes practice: A study of learning to teach. Albany, New York: State University of New York Press. Bronson, P. & Merryman, A. (2010, July). The creativity crisis. Newsweek. Carson, R. (1955). The edge of the sea. Boston: Houghton Mifflin Co. Dolev, J.C.; Friedlaender, L. K.; Braverman, I. M. (2001). Use of fine art to enhance diagnostic skills, Journal of the American Medical Association, 286: 1020-1021. Efland, A. (1976). The school art style. Studies in Art Education, 17(2). 37-44. Eyster, L. (2010, September). Encouraging Creativity in the Science Lab. The Science Teacher, The National Science Teachers Association. Garfield, E. (1989). Essays of an information scientist: Creativity, delayed recognition, and other essays. Current Contents. 12(8), 54-61. Garrison, T. (2006). Essentials of Oceanography, 4th ed. Thomson Higher Education, Belmont, CA. Haanstra, F. (1996). Effects of art education on visual-spatial ability and aesthetic perception: A quantitative review. Studies in Art Education, 37(4), 197-209. Kaplan, R. (Ed.). (2001). Science says: A collection of quotations on the history of meaning, and practice of science. New York: The Stonesong Press. Krug, D., & Cohen-Evron, N. (2000). Curriculum integration positions and practices in art education. 59

Studies in Art Education, 41(3), 258-275. Lionnais, F.L. (1969). Science is an art. Leonardo, 2(1), 73-78. Moggridge, B. (2007). Designing Interactions. Massachusetts: The MIT Press. National Research Council (NRC). 2006. Learning to think spatially: GIS as a support system in the k-12 curriculum. Washington, DC: National Academies Press. Nelson, M., & Chandler, W. (1999). Some tools common to art and science. Art Education, 52(3), 4147. Richmond, S. (1984). The Interaction of art and science. Leonardo. 17(2), 81 â&#x20AC;&#x201C; 86. Ritter, J. (August, 2010). Josh Rittter on what links art and science. The Times. Root-Bernstein, R. S. (1985). Visual thinking: the art of imagining reality. Trans. Amer.Phil.Soc. 75:50-67. Root-Bernstein, R. & M. (1999). Sparks of genius: The 13 thinking tools of the worldâ&#x20AC;&#x2122;s most creative people. Houghton Mifflin Company. Root-Bernstein R. S. (2006). ArtScience: The essential connection. Leonardo, 39(5). 418-419. Seacoast Science Center, (2002). The Rocky Shore: A complete guide to conducting educational field trips. Seacoast Science Center, Rye: New Hampshire. Waldegrave, W. (October, 2009). Science and the arts need not be strangers. Times Online. Wenham, M. (1998). Art and Science in Education: The Common Ground. NSEAD-International Journal of Art an Design Education, 17(1), 61-69, Retrieved from http://www.nsead.org/publications/ijadearticle.aspx?id=298 Wiggin, R. (1969). Art and science core. Art Education, 22(7), 11-20. Winner, E. (1993). Exceptional artistic development: The role of visual thinking. Journal of Aesthetic Education, 27(4), 31-44.

APPENDIX A Interview Questions How long have your been a volunteer at the SSC? Have you taught the rocky intertidal shore program before? If yes, how many times? Have you looked at and reviewed the Rocky Shore Packet handed out by the volunteer coordinator when you started this position? Did that packet help you prepare for teaching the rocky shore program? If not what steps did you take to help you prepare for teaching about the rocky shore? Comments and questions asked during the program interview: As you go through the program, please talk about what occurs to you while you are working through the modules. If you have questions please ask. There could be moments where I may stop and ask you to retrace your steps so that I can film the process you used when stepping through the program. This method will be used only to illustrate a point used in the thesis and not at all meant to make you feel uncomfortable.

APPENDIX B Thesis Consent Form

I ________________________ am willing to participate in the thesis study authored by Amy Holt Cline. I allow Amy to use my comments, video and photographs for her thesis. She may show video of myself using the computer program to her thesis committee at the University of the Arts in Philadelphia, beyond that Amy will ask permission to show or use my comments in any other form.

___________________________________________ Participant Signature

___________________________________________ Date

APPENDIX C Transcript of videos Participants: 1. Ed 2. John 3. Kathy 4. Diana 5. Jenna

(Participant 1: Ed) Video: 1.1 37 seconds Topic: Discussion about Symmetry Ed: “uh….we did that one…..we did that one……..(program says “yeah!!!”) “well…I’ve got to get the right answer…..” Researcher: “yes” Ed: “uh yeah…….……oops” (looks in closer)…… (moves his hands up and down and side to side as he states “horizontal and vertical”. Researcher: “yeah, that’s right” Ed: “Where do you put that?......you don’t” Video: 1.2 2 minutes Topic: Discussion about Symmetry Researcher: “Im hearing also is that your sort of what to know which ones are done, so maybe after they care clicked they could change colors or…..yeah……..thats good” Ed: “uh huh” agreeing …..”im doing a lot of these again” as he clicks through the black and grey pie shapes of the symmetry module. Silence as participant clicks through each pie shape and leans into read the smaller text. This illustrates that the text in the images could be larger. 63

Researcher: After watching Ed click on the correct symmetry option for Chondrus crispus and hear the program yell “yeah!!!” for the correct answer I ask…….“Now did you……I mean you have a background in this but….what lead you to know that…..did any over the other symmetry…..” Ed: turns to me and smiles and chuckles……”none of the others fit” Researcher: “oh ok…..so process of elimination” Ed: “I think we have done them all haven’t we” Researcher: “ok………you might have” “………um….those silly words should go away…..at the bottom….” (speaking about the labels that do not disappear at the bottom of the…..” Ed: uses the top left navigation button to return back to the main menu, he scrolls over the module buttons and hears the sounds. He chooses the Observing module and leans in to look at the page. He notices the button that says “read the directions and says it out loud…… “ok…..read the directions that’s a good clue.” He clicks on the button and quietly reads the directions. After he says “ok….well that’s clear”. Researcher: “oh good” Ed: (he looks at the painting and silently begins to choose words to move from one box to the next.) Video 1.3 2 minutes 9 sec Topic: Module Observation Video zooms in on computer screen and watches Ed look at the screen Researcher: “Which ones did you choose already?.....biologically diverse, irregular…… Ed: “…….mmmmmm………” (he thinks, chooses one more word and then automatically clicks the button “check answers”. He silently reads the answers to himself. Researcher: waits to ask……..“so….what occurs to you while reading that? Sort of the correct and incorrect or the way that it was set up……” Ed: “Well, that is more of a test….of a combination of the shapes and critters….” Researcher: “….do you know latin names, do you care about them, do you keep them in your mind as a volunteer or do you deal in a common name world? Ed: “…..well, we probably know what they are but don’t use them” 64

Researcher: “I guess, maybe my other question is would be…like….adding in Chondrus crispus is not…is not… its not out of the question that the viewer would see that, that a volunteer would know what chondrus crispus was….” Ed: “no”….(in response to the question)…………………..”I got one of them” (referring to the descriptive words that are termed “correct)……..looks back at the image and says out loud… “Ascophyllum” Researcher: Laughs with participant. Ed: Ed clicks on the picture to hide it and he looks around the page and determines how to navigate himself out of the page. He says “I guess we need to go back” Researcher: …….watches Ed almost click back to the beginning and steps in to say ……“So that one is 2 of 2 so you can go back to……observing…..” Ed: “go back to observing?” Video 1.4 4 min 3 seconds Topic: Imaging Module: Bird ID Ed: (explaining about herring gulls on the isle a shoals)…… Researcher: “right, I guess that is just by living here and watching it and knowing about it…yeah… Ed: (he studies the bird page and does not see where to go on that page….often wants to go “back” Researcher: (directing Ed on where to go…) “…..ok you can go one more time to imaging then….. (he figures out how to go to the last imaging module). Ed: (read the directions out loud) “….how would you describe the texture……(he waves his fingers in front of the picture of the barnacle and says “rough” and then looks at the three bottom images and says “I guess this one is more rough” (and chooses the far right image with the correct answer). He is surprised by the title Nude… and says “that’s a nude??” After he is not interested in looking at the other images to learn more about them and asks “ok, where do I go now?” Researcher: “well, yeah, …..that’s the….you got the right answer, then if you clicked on each one you could learn about each one (referring to the other paintings in the exercise)….but maybe once you get the right answer don’t want to do that. (Reflecting on the idea that once the user is rewarded they want to go to the next activity not learn about the other artists). 65

Ed: (he then clicks on each other painting and reads about them) “……..my immediate response is not to go to the others once you have answered the test…..maybe that is from too much test taking over the years. Researcher: “sure, that’s all interesting…..tell me though, so this one has….you know….this one is showing you art examples…..is it….what is your impression of that…..merging….that is literally merging art and science right there…what is your impression? Ed: “….umm….its not a close juxtaposition……” Researcher: “ok, is it meaningful? Is there any….is it worthwhile? (speaking about the imaging module that compares the texture of the barnacles with art). Ed: “…not really” Researcher: “ok, not really……..its more abstract” Ed: “….maybe, you know, if you describes this one as feathery (pointing to the center image) “…..and you had an image of Irish moss or something up there that was feathery….I mean……I picked this one because it was closest in terms of being the rougher kind of texture….but you know…that wouldn’t have been my first choice if there were other things to pick.” (he continues to think) “….I’m trying to think, ….some Winslow Homer thing maybe, I don’t know. Researcher: “ok, sure, I see….so more marine art…” Ed: “well, more marine art but also something that has…..” (referring back to the images presented) “……I don’t see those as particularly rough, they are rougher then the others, but….” Researcher: “ok, that’s helpful” Ed: “I guess I would think more of rocks when I saw that (barnacle image)….even those are on the rocks….that would be too close.” (Here Ed is brainstorming what art images could be included as possibilities that might make the instructions more clear to the user) “……huh….I don’t know….thats a tricky one.” Researcher: “ok,…..just curious” ‘

Video: 1.5 56 seconds Topic: Ed Describing Resource Packet Ed: “ok you would say…I remember tunicates, sea lace, whelks, amphibods and worms…. 66

Researcher: “yeah” Ed: “some of these other things, and then particularly when you go to pick them out of the picture.” (This comment refers to identifying shapes of organisms in the Visual Thinking module: Attention to Detail). Researcher: “mmm, your primed” …… “that makes sense” Ed: echoing “your primed” .….. “so, in that sense, probably going through these might have been a little better at the beginning to get you primed for this stuff.” (This comment describes that if was able to see the resource packet before going through each of the modules, he felt that the user would be better prepared to look for specific organisms throughout the program. Researcher: “Uh oh, Dang it.” (The author finds a glitch in the program and the images in the resource packet do note load because they are not put in the correct folder within the standalone application). Video: 1.6 1 minute 48 seconds Topic: Intertidal zone information Ed: (points out the intertidal levels on the foam board which they use to teach the intertidal program from are not the same as the intertidal levels in the interactive program he is using). “it doesn’t quite follow that (referring to foam board)…but that is ok” Researcher: “ok Ed: “…this upper includes the splash zone, this is upper and splash zone” (then points to foam board and explains that the splash zone is its own zone) “…this is two on that one” Researcher: “ok, so that could be more clear, that’s fine” Ed: (continues to look through each of the intertidal zone information) Researcher: “…and when you are looking at these pages is there information…..that you would teach a new person coming in that is not here?.....like….. Ed: “you could include critters…” Researcher: “….more association with critters…yeah” Ed: “most people are not interested in the algae….” (laughs)…. “the kids are much more interested in the critters and then you try to say…see this is knotted wrack and this is Spasophillum, you see how its different and it floats up and it floats down (making movements with his hands to indicate change in 67

tides. He then makes a face of an uninterested student). He continues explaining how students react by saying “you see that’s an Asian shore crab and that’s a green crab and they say Oh Yeah!” Researcher: “ok, sure”

(Participant 2: John) Video 2.1 31 seconds Topic: Looking at Module Visual Thinking: Attention to Detail John: (rolling over each shape he describes which organisms he got right) “brittle star I got, crab I got, scud I missed, or anthropod,……ok tubeworm, mussel, bout half I guess. Researcher: ok Video 2.2 4 min 25 seconds Topic: Looking at Module Visual Thinking: Distinguishing Differences John: (studies the differences between each squares, he finally says) “uh…I’m losing it on this one Amy.” Researcher: “yeah, that’s ok, go….see if this helps at all, there is a hint right here (I point out the button that says ‘hint’ on it). John opens it and reads the hint quietly. “…..does that help at all…..?” John: “….could be a periwinkle,…..could be ……the guy that looks like the Chinese hat…” Researcher: “……ok….limpet………………..you can let me know if you want another hint, ……I don’t want this to stump you….” John: “….ok…..(willing to be told the answer)…….” Researcher: “so limpet is here (pointing) but it is not here (pointing)……so it’s really hard to……..that wasn’t…..it’s more meant to just get people warmed up…..so if you click on it…that one. John: “he laughs when the image cheers for him” Researcher: “in a second it will tell you a little more information”……and then you can always click on the picture…..anywhere on the picture and then up to the top, top next. John: “……ok, we appear to have a crab, and a daisy brittle star………..” (studying the second set of 68

Distinguishing Differences images) Researcher: “maybe the hint would help you….” John: (intently studying the page, points) “…..what’s in the background?.........he seems to be in all the pictures”. (he clicks on the hint button, reads the hint). “ok could be a crab” Researcher: “ok,…..this is also very subtle…….. John: “…….now is there a…..” Researcher: “ok so think jointed legs........and it maybe too fine…..” John: “…..crab, hermit crab or lobster........” Researcher: (being impatient, I interrupt him from studying the page to tell him the answer) “…..so that’s ok, so the idea is that these little joints (pointing to image)…are all present …..and they are here and here until you get to here, there are no joints at all. So its very subtle, but it was not meant to sort of stump anybody, it was more ….what are we noticing.” John: “…..oh ok..” Researcher: “so that gives you more information if you clicked on it…….so click on that one” (directing him to the answer). “so I am going to make a note that its sort of….you know…..too small.” Video 2.3 5 min 1 sec Topic: Pattern Recognition John: “….you could almost get the feeling that its natural, that it’s a photo…..its not really until you bring up this that it’s …….I mean its more that its a shoreline that makes it art than necessarily that water.” Researcher: “yeah, mmm, ok…..” John: “just work my way across the top row?” (referring to how to navigate the page). Researcher: “yes…most should work…the one you are on may not work, but the next one should.” John: (looking at each thumbnail and talking through what he thinks about each one) “ok so this is also art……..…that’s natural, that’s a photo……..(clicks on painting of Frank Auerback, Half-length Nude and says) “….. I would say that’s also natural…” Researcher: “oh yeah? So that’s a painting……(image disappears)….. 69

John: (surprised, looks again)….”oh it’s art” Researcher: “That’s neat that you thought the opposite….I’m hoping that’s the case” John: “…that’s natural, that’s a test” (sea urchin)…..natural…….Winslow Homer…..ok……….. (continues to click)……. “I think that is yours…..” Researcher:… laughs “I put it in there” John: “ok that’s natural…..that’s natural”, Researcher: “so as you look at them before you click….like that one there, do you think that is natural or do you think that is um….” John: “this guy?....I think it’s a painting” Researcher: “ok” John: “…..I am going to say natural….(he keeps clicking)….”I think natural”…... “I am going to say painting and Ill be wrong”….(judging himself on accuracy). Researcher: “no you are right….that’s art” John: “…..natural…………painting……. Researcher: “sort of….its like a sculpture….” John: “I’m going to say natural looks like some kind of barnacle……….painting……..” Researcher: “ok, uh huh…..” John: “you like impressionists huh…..” Researcher: “It seems to be, there are a hole bunch of them” John: “its like mussels, (looking at a picture of detailed sand)…. Researcher: “….oh no title on that one” (commenting on John: “this also looks like some type of painting of some sort..” Researcher: “….so have you taught the rocky shore program….. John: (nodding yes) Researcher: “like a hundred times or a thousand times……so do you ever think about patterns and 70

discussing them with your students before going out there or while you are out there? John: “To be honest with you, I think I have become….after eight years of doing rocky shore…..a little bit down on rocky shore….” Researcher: “oh really?” John: “in the sense that the children’s age group seems to be getting younger. It seems to be almost consistently be first, second or third grade. Researcher: “hmmmm, those are little guys….” John: “I find it more to be a case of show and tell and play with the animals…” Researcher: “got it……sounds like you would like more dialogue….” John: “…I think I would like older kids that you could get into a more of a science-type dialogue about what is going on out there….instead don’t flip the sea star” Researcher: “yeah, don’t flip the crab”…..”ok, that’s helpful” Video 2.4 8 min 42 seconds Topic: Constructing Knowledge John: (working at constructing a crab, he first organizes all the crab parts on the page) “……I am carefully proceeding to assemble this crab backwards…..lets get all of our crab parts over here” (note, he begins to make interesting shapes out of the green crab parts). Researcher: “and do it for as long as you want and when you feel like you don’t want to do it anymore…you click that (pointing to the ‘show me the answers’ button), “but…..have fun with it…..don’t let it bog you down……you can make some pretty cool sculptures too” John: “…..I don’t think that we fitted there….” (talking about fitting crab parts together) …..(he begins to laugh and clicks to the ‘show me the answers’ button) Researcher: “that’s ok,……oh!.....we have two parts that didn’t work” John: “what’s that?” Researcher: “well, this is strange, ……well, just click that button one more time…..see these little body parts? The coding is weird, there is a little glitch, but you should see….yeah…. John: (moves the extra crab legs into position) 71

Researcher: “yeah, that should be your top part…….yep, that’s really where they go……” John: “Is it possible to go back?” Researcher: “Sure!, that would be great, go visual thinking, and hit the bottom, constructing knowledge. John: (he tries to construct the crab over again, he begins to organize all of the crab parts on the page. He tries to move the green crab legs, stops and looks at me). Researcher: “wait so….the little legs?” (trying to clarify what it is that is bothering him. John: (he intently studies where each crab part should go.) Researcher: “but is it fun?......you are so focused…..its great” John: (no answer- still working on constructing the green crab) Researcher: “nice crab” John: “now, this one is a challenge” (referring to the red, Jonah crab) Researcher: (It looks like he wants the parts to snap into place and keeps moving each part back and forth so that it will connect) “….you are good at it now” John: (watching him try to move the last crab arm into place, he keeps clicking the mouse just past it so that the arm doesn’t move immediately. Researcher: “that should go, try right on top of the…..lift up an then press” ……viola” John: “huh, that’s a challenge, even though you are looking at two crabs it’s a challenge.” Researcher: “yeah…..is there….should it be made easier or is it….fine the way it is?” John: “you know it’s funny…..it’s almost like…show me the completed product then bring me back to the parts and make me assemble it, its still challenging” Researcher: “so even flashing the answer, yeah, ok that is an interesting point.” “and then go one back again…..you have other choices, you can jump around” John: Rocky shore resource packet, he clicks on names and an image of the organism shows up, he silently watches the image. Researcher: “so what do you think of when you look at it?” John: “what’s that?” 72

Researcher: “oh ok, I was wondering if there were things were occurring to you that I wanted to hear about.” John: “how do I come back” (wants to get hide the image he is looking at) Researcher: “click anywhere and all that should disappear…..there you go” John: “if you made this up (pointing to rocky shore resource page) as a zonation chart and then……..populated the chart with the organisms……or if you just want to use this as your framework and then look at the different paddles Researcher: “mmmmm, put them where they should go…..I see” John: “I also think I might thin it out a little….” Researcher: “ok, too busy….that’s helpful, so in here tells you a little more about the intertidal zone.” John: “have you ever worked with the Bigelow Labs Mitzi package?” Researcher: “um, no I’ve heard the name but no….(thinking)….yes! I know the name, I even know who made it but I haven’t even done it” John: “ok….www.bigelow.org/mitzi….and take a look at the way they have their intertidal package laid out. They sort of take you through on a zonation basis. Researcher: “ok…..” Video 2.5 3 min and 48 seconds Topic: Piet Mondrian Module John: “you have your list of colors……..and you seem to have considerably more organisms then you have choice in color Researcher: “mmm, uh huh, I thought about that too” John: “….so could you scale it back…..to kelps and algae….and if you throw in, I guess black and brown….” Researcher: “ok, add more colors….and then….add more colors and limit number of species…. Ok” John: “yep, just I mean…stick with the algaes and the kelps and throw the animals over the side” Researcher: “ok, and not even include them?” 73

John: “where am I going next?” Researcher: “ok, that is the last step so you can go back to art and science modules, very top left…ok you did visualizing thinking, you did art…..if you want symmetry you can go to symmetry next” John: (He goes to the Imaging module) and clicks on the something other than the image which is a button) Researcher: “all pictures are buttons…….so just go to the color……I have to make that more clear. John: (Name that bird module, he completes the entire module with no wrong answer. The voice says “you got it” and he says “I would hope so.” (he easily goes to the next page). Researcher: “ok so click on a sound and now click on the picture of the one you think it is, then you just keep going through your sounds” John: “nope….(when he clicked on the wrong bird sound) “….so 3 out of 4 right”. Researcher: (directing him to the buttons that link to more information about each bird). “so the buttons at the bottom are more information…I don’t know if people even see them or….). John: (John clicks through the further information about birds and reads to himself). Video 2.6 2 min 52 seconds Topic: John: “…..that art acquainted these days…..I mean you have a fair amount of impressionist and a fair amount of abstract works in there…..have they been exposed to this stuff?” (possibly talking about students and their exposure to art). “do they have a frame of reference?” Researcher: “uh huh, do you think….what about volunteers…..maybe volunteers that don’t know about art, would it matter? Does it help them enrich their thinking….” John: “I think the volunteers…..I think the adults would find it more interesting than say a grammar or middle school kid. Researcher: “ok, that’s good because I was really aiming it at adults but I wondered if some adults might want just information, facts based….and would this influence the way people think about teaching John: “…..I suspect that the average adult that walks in the door here….its going to be informative from both a science and an arts standpoint…” 74

Researcher: “uh huh…” John: “I mean I would not consider our average visitor to be an artsy type.” Researcher: “ok…..and what about volunteers. What is your assumption for….” John: “….probably more so than the average visitor…..the person you really want to talk to is Kate Levitt. Researcher: “ahh, that’s true, she is developing a (art and science program at the SSC). John: “because Kate has been out on the grammar and middle school, working with them in a sort of hands-on marine art environment. Her reaction to this would be very interesting.” Researcher: “Ok, right, I forgot about that….yeah that’s true.” John: (nodding) Researcher: “ok……so if you had just the packed to use, the PDF that they supposably give you at the beginning…” John: “you mean the rocky shore PDF?” Researcher: “yeah, so that’s what this is built off of, Laura gave me the PDF and then I built this….do you…do you think they go together….do you think this program….” John: “you’re going to have to make a choice….either you are going to do one module or you are going to have to have an extended period of time.” (referring to his idea that this program could be used as an in person program at the SSC where all participants sit at a screen in the Distance Learning Center and work through these modules). Researcher: “uh huh, ok” (writing notes) John: “I think you could do an extended period of time with middle or high school kids that are sort of being held captive for the school day…..as to whether an adult would want to devote that much time….I don’t know.”

(Participant 3: Kathy) Video 3.1 21 minutes 5 seconds Topic: The first 20 minutes of interview/Visual Thinking 101 Module Researcher: “and you can talk through what occurs to you along the way” 75

Kathy: “so my curiosity is…how you did this, because you took an image and then…(looks at each image/button on the main page trying to figure out how it was made)….”well that’s blurred, so I guess you have used different effects on the image…the other one looked like you almost drew it……neat!, ok……” Researcher: “so you have a graphics background….you have an interest in…they are just photoshopped…I used every effect possible.” Kathy: “yeah, that’s what I thought, so should I start at Visual Thinking 101?” Researcher: “sure….so every picture is a button” Kathy: “…..and they make funny noises” Researcher: (she navigates to Attention to Detail and the audio explains the directions.) Kathy: “…hermit crab, two hermit crabs, barnacles, a lobster, sea urchin, a…I wonder if that is supposed to be a snail…..I guess a periwinkle, I am not sure what that is…..so I am supposed to click on the check answers” (she clicks on check answers and things move.) “oh! I didn’t see the starfish under there oh and that was a mussel not a sea urchin…..ok……..oh that’s supposed to be a limpet…..aright that one is hard to tell…I am not sure how you could improve that…its just a circle, not sure how you could improve it but its definitely not as obvious as the others” Researcher: “ok” Kathy: “….barnacles….I like this….how you are linking pictures with the image….lobster….oh I didn’t even look at the nudibranch….” (she reads the information out loud). “Can I actually go back and look at what it looked like before?” Researcher: “sure, click visual thinking…..and you can stop the audio” Kathy: “I just wanted to see what it looked like it before….oh there is the star fish…because I didn’t pick up the starfish…..i saw the mussel and wasn’t sure and then that was the outside of the shell and then that was the limpet.” Ok got it” Researcher: (silent) Kathy: (she moves on to the next page without any necessary instruction) “ok how many organisms can you identify (reads the directions) “horse mussle, there is a crab in there, there is a brittle star, oh what is what these little guys called, I always call them amphibods but theyre not…..sea fleas, um…..I’m not sure if that is a lobster claw….hmmm….is that supposed to be kelp or sea weed…..circular pattern….looks like it might be a snail of some sort……ok” Researcher: (silent) 76

Kathy: (clicks on check answers) “so alright….so that was some kind of a snail…oh it’s a tube worm…ok…….so I always thought those were some sort of land snails…..when you find the on the beach and I was always more confused…they are more curved, they are not flat….” Researcher: “huh, yeah…there are a lot of different types of snails out there” Kathy: “yeah, this particular one…ok that’s neat….oh it is an amphipod….I know you find them in sea weed…..hmmm sea lace…..there is the crab” Researcher: “its really a hover, right over the line, that one is really hard to get” Kathy: “back to the horse mussel….I do like the pictures I especially like learning about this tube worm I didn’t know anything about. Researcher: “ok….that’s interesting that you want to read….I like that you want to read all the information that’s given” Kathy: “oh yeah” Researcher: “you read the scientific name, you read all the background” Kathy: “I didn’t read it all out loud the time before but I did read it” Researcher: “…..no, it just says about you as a learner…its neat” Kathy: (she clicks on the next button to Distinguishing Differences and makes a more excited sound) “ohhh!..... fun” (laughs)….”pick out the square that’s different than the other ok”…… Researcher: “…no time test” Kathy: (took no longer than 2 seconds and she picked the right answer). “it’s right there and clicks on the right answer, hears the cheer and then takes her time Researcher: “woah, that was in record time.” Kathy: “oh ok”……(silently reads the answer image about limpets). Researcher: “what made you laugh?” Kathy: “I was just thinking about my experience with the limpet in Florida in the Florida Keys….we were trying to pry them off the rocks and how hard they were to pry off. Researcher: “mmm, yes they are chitons are worse! Kathy: “yes and that’s what lead me to the next thing, the chitons, we had the limpets and then we went to the chitons, anyway.” Researcher: (laughs) 77

Kathy: (moves onto the next page without direction or help, looks at the 2nd distinguishing differences and immediately gets the answer correct, for some this took a while to figure out). “…..well actually what I noticed was the claw itself, this claw is different, well all the claws are different…the joints are missing…..everywhere.” (she carefully reads everything on the answer card before moving on). Researcher: (provides directions to use audio instructions when she clicks on the pattern recognition page) “so this one has audio if you want to……” Kathy: (Listens to instructions and looks intrigued when the instructions state to think about how you would teach pattern recognition to your students.) Begins clicking on thumbnails and says “hmmmmm, interesting, I thought it was a photograph.” Researcher: “hmmmm, sure….uh, that one doesn’t work, I don’t know why” Kathy: “it looks like its probably…..sea lace or seaweed overlain on a rock” Researcher: “that’s a good guess, its like a print so its an etching” Kathy: (clicks through each thumbnail and shares here thoughts on each) “ahhh, Claude Monet, …….hair, although it almost looked like fish…I envision a goldfish in a pond or even feathers… interesting that it was hair” Researcher: “did you think picture of art or picture of nature” Kathy: “I thought it was a picture of nature ……kind of done in an impressionistic way, I thought at first that it was goldfish in a pond” Researcher: “oh ok, I could see that” Kathy: “this looks like a feather here and this looks like a fish coming in to look at something, but this didn’t make sense when I thought that…that they were fish.” Researcher: “oh ok” Kathy: “picture of bladderwort and some other seaweeds…and it is…oh and a crab…oh…..very nice” (she clicks on every image twice to get a better look and to read every caption on each image). Researcher: (silent) Kathy: “ok this looks like a rock….like a weathered rock you see on the beach or sand….(she clicks on Frank Auerback’s Half Nude painting and wonders about it). “but its actually art on a wall, like cave art?.....a tile?” Researcher: “yeah, I think its thick, thick paint. sorry it only goes for 3 seconds, but umm.” Kathy: “oil on board, there we go…..oh its just thick paint?!.....ok now I can see that, I had it in my 78

head that it looked like a rock formation, especially where you chose it it looked like it could have been one of the rocks on the beach..” Researcher: (silent, writing notes) ****(about 10 min into) Kathy: “…sea urchin test….well and I guess the point of this is that pattern recognition is very important because it helps you pick out some of the creatures and things in the intertidal zones if you are able to recognize some of the shapes and colors and how they stand out and you can show people that they are able to find the crab that’s hiding and things like that…..I guess that’s what its…..” Researcher: “yeah, that’s what I was seeing, so its interesting that you picked it off ….you clicked on six of them and then you sort of already come to the conclusion…” Kathy: “….I had already come to the conclusion earlier but I didn’t say that, I didn’t think that… Researcher: “yeah, ok” Kathy: “well once you asked the question I started thinking about it…..and once I started thinking about I though…..oh obviously ……you know when you learn to recognize these different things (referring to thumbnail images)…..your picking it out of a larger image, if you able to recognize patterns, shapes, colors…how important it is. Researcher: “uh huh, ok” Kathy: “this is Homer isn’t it…” (searching for the information tag) Researcher: “uh huh, oh its missing but it is” Kathy: “yeah I did a report in college on Homer and had this picture, so it’s really neat…..so I knew it was art and not a picture. Oh cool the side of a boat, marsh grasses, which you could have guessed there. Researcher: “uh huh” Kathy: “….this I have no idea, its going to be interesting to see” (clicking on the Georgia O’Keefe thumbnail image) “…. That actually surprises me for a Georgia O’Keefe, I am so used to seeing the flowers and its got the cube dimensions...I wouldn’t think a Georgia O’Keefe normally a but still very interesting.” Researcher: (silent) Kathy: “this is definitely art, there is a fish on it and its really cool…..oh! lots of fish, made with different textures….it looks like they…..put the stuff you put in joint seams, when you building a wall. Researcher: 79

Kathy: “this looks like dried grass, with worms or something, I don’t know….dried sticks…… oh its just the roots of the marsh grass……(next image) “sticks……is that what that is? I should look for the reading….oh its just coastal grasses.” “This looks like more coastal grasses.” Researcher: “uh oh, did you click on something different?” Kathy: “they are side by side” Researcher: “oh yeah, same one, different part” Kathy: “this looks like an aerial image……but its not….oh funny…” Researcher: “it’s a little stretched” Kathy: (laughs)…..”that’s a……what is that cedar needles, branches?….. Researcher: uh huh” Kathy: “I’m curious to see what comments you put on here that’s why it takes me a minute to find them.... I keep clicking on it.” Researcher: “oh!” Kathy: “huh?.....like you would never guess that that’s a picture of a bridge…a larger image of a bridge because of where you sub-sectioned…………..I guess that it just shows you can be so zerod in on something and really miss the big picture …because…....I guess its really important to look at things at both scales…at the upclose scale and the broader environmental, landscape scale. Researcher: (silent) Kathy: “yeah I would have guessed this was art…….this reminds me….its definitely nature….. It reminds me of coral but its not…..its not dried out barnacles…….(reads caption)…..oh it’s the footprint of the barnacle” Researcher: “sort of tricky but yeah…” Kathy: “cool! I like that…..I have not really seen that….did you scrape the barnacles off?” Researcher: “I just found the rock that way” Kathy: “…you just found it like that….that is so neat, I just love the edges of it, where the little groves are” Researcher: “uh huh” Kathy: “ok this looks like paper…that has been dyed to make art or something…” 80

Researcher: “….you are good at distinguishing patterns” Kathy: “I like patterns…..well and it helps me pick out things in nature….I am able to pick out fish in the water…recognizing when there is a school of fish…and things like that” Researcher: “ok” Kathy: “…..this is barnacles….stretched a bit…..it also looks like bubble life….. this is definitely picture…I want to say starry night but its not….huh, neat. (she is starting to interchange art terms and nature terms. Researcher: “ok” Kathy: “this is alright, it’s a photograph, or is it set up to be…..naturally occurring or if someone set that up” Researcher: “huh, no comments” Kathy: “…glass?....oh gloss….household paint on canvas, ok…….(next image)….ok this is art, looks like washers …..that have been……..maybe there are natural materials on those washers…… they’re reflections of CD’s …..of nature……that is really cool” Researcher: “that is actually in the area where I live” Kathy: “that is really cool……oh ok its actual mirrors…some of them look like CD’s that is really neat…I like that…..and again it gives you just a different perspective of how to look at nature, that’s a sky view, that’s more of a side shot” Researcher: “and they are moving……” Kathy: “oh is that why….because I was wondering…..because that looks like what’s behind that….so they are pivoting…” Researcher: “uh huh” Kathy: “ok and this is definitely nature….but there is a pointy thing…so it makes me think is there a crab or something sitting there……oh neat its a tree trunk….section of wood tree….oh very nice.” Researcher: “so you wish….or do you wish that all images would stay put and you could click them off? Kathy: “yeah” Researcher: “ok, so more time, you’d like more time.” Kathy: “I’d like more time definitely” 81

Researcher: “ok” Kathy: “…..wooden tape measures and paint mounted on the board…..because I like to look at the picture and figure it out…..and who would ever think to do that?” Researcher: “uh huh” Kathy: “…..seaweed…very nice…..I like it. (next thumbnail)…..Alright, this is probably on the horse mussel the little bristly things……(clicks on sculpture of tree parts)….oh no!.....surgical strike, so this is actually……art.” Researcher: “a piece of art, uh huh” Kathy: “have you ever seen Chihuly…..Chihully glass? Researcher: “yes!” Kathy: “yeah….It reminds me, except it’s a natural example and not made out of glass…it reminds me of Chihully not made out of class of his big images of trees” Researcher: “uh huh” Kathy: “ok this is art but its really cool, it almost reminds me of a shell or something, it does kind of have a shell pattern.” Researcher: “that’s true” Kathy: “…..ink on chrome coated paper…..interesting……(next image)…oh this looks like it could be a picture of the desert…or something….you take a kids toy through the sand” Researcher: “yeah” Kathy: “oh, yeah, I wonder if that’s……(clicks again and reads the info carefully)….ridges softened by the b….” Researcher: “do you know Andy Goldsworthy work?.....oh!.....you should look him up, you would love him.” Kathy: “its really interesting….. Researcher: “his is all….they call it ethereal….which means….that its going to go back to nature… but its made out of products in nature” Kathy: “oh neat…..(next image)….yeah I was going to say, this is definitely an aerial photograph. I wondered if it was going to tell me what stream or river.” Researcher: “its actually just behind here (SSC)…I have to make a note that there is no info.” 82

Kathy: “yeah…..this is really where I would like the image to stay longer because I would really like to figure out…..so the park is here.” Researcher: “uh huh” Kathy: “This looks like pond scum……(crab image)..oh my gosh!! It almost looks like a pond have a lot of nutrients and you get all the algae bubbling up…but this doesn’t make sense in that because there is a flat groove…(referring to the design on the back of the crab)….” Researcher: (laughs, takes notes) Kathy: “ok castle of bottles?.......” Video 3.2 2 min 52 seconds Topic: Piet Mondrian Module Researcher: “……sort of structured drawing…or Kathy: “….I guess its just that I wanted to learn about the rocky intertidal zone and ….maybe I am….I guess I am not….not finding the connection readily…” Researcher: “ok…that’s ok…..and you also……” Kathy: “but I am sure you’re going to tell me at some point….. Researcher: “like the idea….you also don’t have to fully commplete…….its more knowing how to use the tool, because in second your going combine more information Kathy: “oh ok….oh well…..this is close……design my own painting…see now that is where I didn’t read the whole way……. Researcher: “ok” Kathy: (moving to step 3 of Piet Mondrian) “……did I just skip something?” Researcher: “….no….this is step three” Kathy: (while rolling over buttons, sounds are made and she makes a funny face) Researcher: “huh….oh funny” remember).

(comment about sound made, its more high pitched that I

Kathy: “like I told you, I can break things very easily…” 83

Researcher: “that’s ok” Kathy: “ok this is the intertidal zone, yes it is……very cool……there are four pictures….it looks like there is a divide here” Researcher: “so each of the bottom ones are buttons that will tell you about the intertidal zone” Kathy: “oh I got you”(she clicks on the Introduction to the Intertidal Zone and the text heavy image shows up). Researcher: “so whether or not anyone would want to read that is to be debated but…….what I took was ……..maybe I am giving you too much information….what I took was this packet that was given out and I was curious about….and you can click right on the picture to get rid of it…..and upper zone, middle zone, all have more information in them. Kathy: (she trys to roll over the buttons and does not see how to get rid of the text-heavy intro image). Researcher: “so I can see that this one is not as clear” (referring to the lack of intuition used when on this page). Kathy: “ok” Researcher: “…..so intro needs some help….”(note taking). Kathy: (carefully reads through the middle zone information) “yes, slippery when wet” Video 3.3 1 min 10 seconds Topic: Piet Mondrian continued Kathy: “…….well whatever action…..you can define your colors….” Researcher: “…but what you really want is more colors..” Kathy: “..well more variations, like you could have the three colors but…so you have 1, 2, 3, 4, 5 shades of yellow, and 1, 2, 3, 4, 5, 6, 7 shades of red…you know, to help you define that they are different creatures….” Researcher: “ok, uh huh” Kathy: “….you’re give it some size, but then your going to need to define each zone….” Researcher: “so many types of yellow and many types of red?” 84

Kathy: “within a cluster that you could choose from….then you’d have the sky, the upper zone….the middle zone, the lower zone, the subtidal zone….well I guess they combined them…..well I could put in individual blocks……”

Participant 4 (Diana) Video 4.1 4 min 22 seconds Topic: Visual Thinking Module Diana: “….there is a lot in here…I see a spiny starfish or sea stars were supposed to call them, a crab, …..that is a sea worm…..I forget what they are called…….you’ve got a mussel way out here…..ummm,……..that might be a fish….I don’t know.” Researcher: Diana: “its probably a sea weed….is it a sea weed…its a sea lace” (rolling over the line drawing to see image and information)……”byrazoan……is that krill?......” Researcher: “sort of….amphipod….I think its in the same family” Diana: “ok there’s the crab…” Researcher: “that one is hard…if you hover on the line, it should, the picture should show up…” Diana: “there we go…green crab…..we people harvesting them to use them for bait Researcher: “really? That’s a new…” Diana: “it’s a huge, well its not huge but its becoming…..an industry in Rhode Island into the gulf of Maine where they are now very established…I think you will see more and more of it…of people using them for bait.” Researcher: “….and are they doing it because its cheap and accessible?” Diana: “yes…tube worm…I knew that was what its called…..tube worm…I see those….there is another muscle….that’s a spiny….a brittle star, that’s what it is. And I had the arm of a brittle star and I should have kept it but I put it back in the water thinking it might regenerate. It didn’t have the body part it was just an arm so I don’t know if the arms will regenerate or if you have to have the body part to regenerate.” Researcher: “yeah, my understanding is that you have…like…a proportion of the center.” Diana: “… this was just an arm…but it was still moving….I think a sea gull had gotten it and it was 85

just an arm hanging there. I should have picked it up and kept it and brought it to class, but I didn’t. I am one of those touchy feely people.” Researcher: “good” Diana: “…I love the touch tank thing….” Researcher: “uh huh” Diana: “so that’s done and I just go to the next one? (navigating back to the Visual Thinking homepage). Researcher: “yes” Diana: “see I am not a computer person” Researcher: “ok, that’s ok….hopefully its clear….so always let me know if the instructions don’t make sense.” Diana: “un huh……..this one’s different” (clicks on the answer and the button says ‘yeah!!’) Researcher: “good for you…that was really fast” Diana: (silently moves onto the next page)…….that’s because I play a couple of games on the computer at night where I have to find things in the room….its like a…..Agatha Christi mystery so you are looking at different rooms and finding clues and stuff. Researcher: “oh, huh, fun” Diana: “….you really have to look, but I am not seeing too well on this one…what the difference is…..” Researcher: “you’re right” (she clicked on the answer while telling a story and then clicked to another page quickly. She did not read the information in the answer and moved right on to pattern recognition). Diana: (quietly studying the pattern recognition page) Researcher: “so this one might make more sense with the audio….so if you click that I’m curious if that makes sense. Video 4.2 2 min 57 seconds Topic: Pattern Recognition Module 86

Diana: (listening to audio instructions)…..”I can very easily tell when ones are real and which ones are art…..well they are all real….but I mean which ones are art and which ones are nature” Researcher: “yeah” Diana: “…as to why the patterns are significant in nature id have to say a lot of it is for habitat and protection..” Researcher: “…hmmm, do you mean like the ones I have selected or……tell me more about that…..” Diana: “ok, this would have to be habitat…..(clicking on the barnacle footprint thumbnail she asks… “is that skat, spat?” Researcher: “…well it’s the basis of barnacle foot, its just by the way is set up so that it will disappear in 3 seconds. “ Diana: “that doesn’t look like at the sea shore… it looks like in my garden….one of my shrubs….I cant even think of the name….” Researcher: “like a cedar tree, juniper….” Diana: “yes…..see I don’t even know why ….as far as habitat goes and growth…this one is definitely growing that way because of the tide coming in and out and how it gets it food.” (she stops, takes off her glasses and then explains herself). “you being being a DIT (Docent In Training) I may be going into this too intensely. Researcher: “that’s ok its really interesting” Diana: “because we’ve learned about why these are shaped this way and how they feed and everything…..” Researcher: “ohh…” Diana: “…and this is a sea urchin…..beautiful shells, and each one of these generally has a spine in it or a foot……(next image)…..this looks like a shell but its not, it’s sand isn’t it?......(next image)…… that’s an aerial photograph of an old river..” Researcher: “uh huh, near here…” Diana: “…it is near here? Is it connected to the bay at all? It doesn’t seem to be…” Researcher: “I have to go back and look at the photo….but yeah its….” Diana: “….you can tell its an older river…..(next image)….that’s the sand….” 87

Video 4.3 1 minute 56 seconds Topic: Pattern recognition continued Diana: “……...to me are made for something else, but I see the beauty and artistry in the making of that……” Researcher: “uh huh……have you always been interested in art?” Diana: “I’ve always had a vision yes, I do a lot with interiors……” Researcher: “ok…” Diana: (looking through more thumbnails) “…..green shell, green crab…..little brat….invasive little brat….here is another crab…Asian shore crab….that’s what that is….also another brat” Researcher: “what was your background in school?” Diana: “I went to a liberal arts college in Ohio and I hated it” Researcher: “oh!” Diana: “I’ve also had an affinity for math…I love this picture (looking through thumbnails)….right now I substitute teach on occasion at Oyster River Middle School mostly their science, because its easy for me to adapt to the terminology and everything. But my artistry…I have always had an eye for color and a vision that a lot of people don’t have about just design….and placement…. My husband….you know the fung shui….they make fun of me…but…..” Researcher: “….its makes sense to you…” Diana: (she perks up as I paraphrase her) “it does make sense to me……and getting involved…… my next door neighbor is a docent….many, many years ago, she is almost 80.” Video 4.4 2 minutes 25 seconds Topic: Diana: “I have this extreme artistic side and this extreme math and science side and having a program that will blend the two will bring a lot of people together. Some of the kids are so scientifically minded and getting the art side into it can relax them and make the science easier to understand….same with the art kids, the art will make it easier to understand the science…” 88

Researcher: “uh huh….good….I believe that too” Diana: “ok I’ll go into the next one…… Researcher: (directing her on navigation) “…so always up there…. Diana: “…..back to visual thinking…and I just did patterns so constructing knowledge…..” Researcher: “and you just did patterns so….” Diana: “ohhh, I….I do these kinds of things on line ….on um the computer too, as part of my clue things….putting things together. Researcher: “you saw that one right away.” (speaking about how fast she put the red crab together) Diana: “uh huh, that’s what I mean, sometimes I have this vision…..that’s another organism” (speaking about a different colored crab part) Researcher: “do you know the term gestalt? When everything comes together and its clear in an instant? Diana: “uh huh….(agreeing while focusing on constructing two crabs). “my husband gets very frustrated with me because I very often can solve a problem quicker than he can….but I do it in my own fashion…..I am probably missing something….”(referring to the crab). Researcher: “sure its probably under an arm” Diana: “…he’s an engineer and he always wants to…..” Researcher: “click this just to….you already got the answer but….it tells you some infor…..that is being so glitchy (referring to the crabs) it shows up in a different place every time. Diana: “hmmmm, Jonah crab and green crab….Jonah crab they um……lots of time they are a lot bigger than this,……the claws……yeah he’s an engineer (speaking about her husband) so he has to do everything like were solving a problem and we start here and…..” Video 4. 5 2 minutes 52 seconds Topic: Observing Module Diana: “……especially when its an impressionistic painting…I tend not to look at the geometric part of it, I look at the softness and the overall representation…. Researcher: “uh huh” 89

Diana: “so now we go to the next one….(she quickly grabs words and moves them from one side to the next to describe the image). Researcher: “I’m curious do you recognize the scientific names in there? Diana: (quiet when moving words backwards and forwards reconsidering her answers). “Ascophillum I recognize, Asterias I don’t but that maybe something I haven’t studied..” Researcher: “uh huh” Diana: “….and the crispus that’s another type of seaweed I think….I don’t know if this is the middle zone or not……” Researcher: “uh huh, ….hard to tell” Diana: “its got a lot of stuff in it….my middle zone at home doesn’t have this much stuff in it…..Ill let it go at that and see what we get”…..(clicks on check answers). She reads the answers out loud…..”muted colors, irregular shapes, bio….I didn’t even see that one….oh yes I did, I had that one….(referring to words in her list to the right). “Asterias is sea stars…I should know that aster…..” Researcher: “so do you think you would have gotten that without all your training?” Diana: “no” Researcher: How lengthy is your training?” Diana: “from October through April its Tuesday and Thursday every week as well as trainings and special programs and field trips when the weather permits….so there is a lot to it…we are very lucky…the UNH docent program allows us to have this schooling without cost to us.” Researcher: “yes….Mark Wiley’s running that program…….” Video 4.6 1 minute 0 seconds Topic: Imaging Module Diana: “……..double crested cormorant, common tern…(talks out loud as she moves the name of the birds into their correct location. Each name she moves the program says ‘yeah!!” indicating the correct answer). I know these because I go to the beach all the time and I live by the ocean…that wasn’t schooling, that was just me knowing these things…” Researcher: “right” Diana: (clicking next, she goes to the bird sounds. She clicks somewhere on the page and the buzzer sounds and she immediately clicks out of the page and back to the Imaging homepage, I am unsure if 90

this is intentional or not). Researcher: (silent) Diana: “how would I describe the texture…are there things for me to choose from or just looking at it do I pick out things?” Researcher: “so this one you would…..click on the painting that has the…… Diana: “oh I see” (she clicks on the picture and the sound says “yeah!”) Video 4.7 1 minute 13 seconds Topic: Piet Mondrian Module Researcher: “…..did that come later?” Diana: “I think I learned it as a way…..I learned it from my mother who would spend hours in my sisters closet because she wasn’t organized and neat….so there I am. Researcher: “so your making this program as if its so easy for you….for someone who says they are aren’t comfortable with computers….you are very comfortable with doing something like this…” Diana: “yeah.” Researcher: “so this would be step 2, the very top right is go to step 3 and the idea here is that you learn a little about the intertidal zone.” Diana: (she clicks on the introduction and begins to read the image). Video 4.8 3 minutes 30 seconds Topic: Piet Mondrian continued Diana: (quietly working on making her step 4 grid painting) “….we did a thing where we had a grid… not a grid but a square made out of PVC pipe and we put that square down on a piece of intertidal out here and we had to define everything inside of it. Researcher: “hmmm, that’s interesting…I like that this made you think of that….. quad-rat study” Diana: “uh huh” Researcher: “so I am curious about what you would change there…you have three colors and lots of intertidal organisms….” 91

Diana: “I do…that’s what I was just looking at….my initial was to put all yellow here, all red here and all blue here……but then if you look at the organisms and you take all of the different kinds of sea lettuce, irish moss…you know….rock weed, knotted rack….those could all be blue…so there would be blue in each one….” Researcher: “…so that’s based on your knowing…” Diana: “that is based on me knowing that those items are on all three zones they are just different types within the plant family. Then you have um….cyanobacteria, coralline algae, things like that…..clam worms are in all three zones….so I am going to do red for…….oops….1, 2, 3…this is for the plant life….and this would be for animals…..(moving blue square)……anemones, tube worms, periwinkles, barnacles…..” “but see you know what I should have done….is I should have moved a grid in….and then I could put….” Researcher: “you can move them…” Diana: “no, I don’t want to now….because……that’s supposed to be there……that’s the sky, high, medium, low, high middle, low………..its going to have to be that….I can’t get, I can get involved in it but I would have to use other shapes and colors. Video 4.9 1 minute 25 seconds Topic: Symmetry Diana: “isn’t that beautiful? (looking at an image on the symmetry page). “soo I have a garden…and sometimes I look at thing closely and it amazes me the art and symmetry the plant world or looking at a tree sometimes looking at a section of a tree….to me that’s all art. Researcher: “yeah…..yeah I agree” Diana: “…oh I see where you got that picture of the crab” (looking at the bilateral symmetry of a crab and lobster)…. I can tell what it is in watercolor” Researcher: “uh huh” Diana: “do you ever do the thing where you do two halves of your face? Researcher: “I haven’t, I have seen it but I haven’t, no, have you done one of yourself?” Diana: “Im scared to….my face….I have a hole in my skull so one side of my head is now…..um……one side of my head is now changing shape a little bit….” (talking while clicking through each of the pie shapes in the Symmetry Module)

Video 4.10 3 minutes 4 seconds Topic: Summary of using the tool Diana: “…..absract….and I think some of the examples of photographs you are using, like the one we just looked at, are beautiful and people would look at it and maybe begin to understand …….it depends on the vision people have I guess…..” Researcher: “uh huh” Diana: “…..the wording that you use is definitely adult wording…” Researcher: “ok……..but not too abstract, that’s good” (note taking) Diana: “..I don’t think so, personally…and I think that people that come to a place like this are more apt to be open-minded and see things a little differently. Researcher: “…ok….are there things in there that you wish were there?....these are just examples, so….the idea is that if a program was created like this that would teach people about the rocky shore…are there subjects from what you know that should be in there? Diana: “…I think it depends what your intention is with the total program…because there are so many different things that you can teach. If you are just teaching this is what’s here,……this is how it works and we are taking care of it…..then this is a great introduction. One of the things we are taught about is to be careful about how we answer questions about pollution and things….” Researcher: “…oh…..bias….” Diana: “…..because you can get somebody that says I see those big ships out there how is it affecting what is happening on the rocky shore…..or you may have a volunteer that might inject something about how pollution is effecting the growth of sponges or something and it has to be handled carefully so…I think it just depends on the intent of your program. If its just an overview of what is around then that’s great. Researcher: “…uh huh…ok” Diana: “one of the things we were taught is……. kind of…… do your last page first, what the intent is of the story and then you can go back in start the beginning and you’ve reached the end you want. Researcher: “ok…..do you think there is too much art?” Diana: “…no….no….the only part of the art that bothered me was that lobster….because it wasn’t a clear lobster in the line drawings…” 93

Researcher: “in the shape…..oh!.......ok great” (taking notes)

(Participant 5: Jenna) Video 5.1 2 minutes 51 seconds Topic: Visual Thinking Module Jenna: (looking at shape 2 in Visual Thinking) “…ummm….this big thing….maybe that is the mussel….I don’t know….maybe its….is it just creatures or is it also like plants? Researcher: “I think its just creatures in there…” Jenna: “…..i think I am more stumped on this one I guess…can I do answers?...” Researcher: “….that’s ok…great….of course of course….I am just learning about how what’s user friendly and what’s not…what’s confusing…..what’s…..there is no real right or wrong…” Jenna: “…..hmmm…sea lace….(checking through images and information)…..oh there was a crab in there…….which one was it…” Researcher: “….oh that ones hard, go to the edge….like the black outline…..” (directing her to hover over the crab outer line because the image does not show up if the mouse hovers on the white space). Jenna: “…oh ok…green crab……horse mussel….britsle star….thats what it was called…” Researcher: “checking light….oh its really bright…..is that ok with you?” Jenna: “…so we did like two of those things?....” (moving back to Visual Thinking 101 homepage, she clicks on the next distinguishing differences on her own). Researcher: “……If you get to a place….” Jenna: “…I like visual games but…hmmmmmmm” Researcher: “well no pressure…there is a hint here that might help.” (pointing to hint button). Jenna: (she reads the hint an says……”oh”) Researcher: “does that help you? Jenna: “….I thought it was periwinkle….I see periwinkles” Researcher: “ok…” 94

Jenna: “…….is there something different?” (laughs) Researcher: “ummmm….do you want……its not a thing that should stump you….um….there’s so… in addition……” (pointing to limpet) Jenna: “…..ok so that took a little while…. Researcher: “that’s ok” Jenna: (reads answer image about limpets) … Video 5.2 2 minutes 20 seconds Topic: Pattern recognition Researcher:……(laughter) Jenna: “what did I say?” Researcher: “so what occurs to you while you are looking at this?” Jenna: “….yeah…one thing as I am looking at some of this stuff is how……I feel like artists a lot of the time, look at nature and use some of those examples in their art….so they may connect some of the patterns they see and put it into their own words….as they say…” Researcher: “sure…..yeah” Jenna: (calmly clicking through the pattern recognition thumbnails) Researcher: “so when you're teaching a program about the rocky shore… could you ever think of talking about how to recognize patterns as a useful technique for students to use?” Jenna: “…..ummmmm, like what type of patterns I guess……” Researcher: “hmm, ok, I was just curious if occurs to you to …….” Jenna: “….I don’t know….I think a lot about connecting, so like ecosystems, and how like…..things….I don’t know if that’s considered like a pattern but how things intertwine…..like…..how different animals affecting…..other animals.” Researcher: “oh….you could see that as a pattern……” Jenna: (looking at thumbnails) “could be a neat guessing game….if you……what is this?....the close up pictures and…..” 95

Researcher: “hmmmm, your right!....yeah” (note taking) Jenna: (silent) Researcher: “do you think it’s confusing to teach kids about art while your teaching about science?” Jenna: “ummm, no. I think art is a good tool to teach science” Researcher: “yeah” Jenna: “ummm…..that’s why I like both….and I think some students obviously will connect more who are the visual learners and I have always been more visual and hands on….” Researcher: “….uh huh…” Jenna: “…..ok…..so what’s the next thing…..” Video 5.3 2 minutes 32 seconds Topic: Observing Module Jenna: (while looking at the art image in observing step 1 and before filming she might have said…I don’t know what some of these words mean.) Researcher: “which ones?” Jenna: “…..uh….what’s the J-one?” Researcher: “juxtaposition or juxtapose?” Jenna: “…..yeah….juxtaposed lines….” (she thinks)_ Researcher: “have you ever heard of that….” Jenna: “…..I don’t think so” Researcher: “ok, its like an art term” Jenna: “…..how many…is there a certain number…” (referring to how many words should she drag and drop over in the right had side box. She is looking for the right answer). Researcher: “not necessarily….if you click check answers there is like an interpretations…..” Jenna: “…..maybe?....I chose a couple of these” (reads the answer image carefully). Researcher: “what occurs….is it interesting reading or is it like…..” 96

Jenna: “…..yeah, I mean, cus like art in stuff too….and knowing the background….of pieces and stuff…so yeah, I find it interesting how he (the artist) was influenced.” Researcher: “yeah I know that one is confusing…” Jenna: “…..ummm, so I got landscape, oh I did strong colors instead of muted colors Researcher: “yeah I know that one is kind of confusing..” (note taking) Jenna: “…..I don’t know if this matters but…um, in the descriptions it says colors and not lines.” (answer does not match words in list). Researcher: “ok good to know” Jenna: (moves on to next page) “….Is it the same type of thing?” (clicks on directions). Researcher: “same technique” Jenna: “…..oh ok….so…….this an actual image isn’t it?” Researcher: “yeah, this picture?.....yeah”

Video 5.4 4 minutes 56 seconds Topic: Researcher: “I noticed that you were really interested in language and sort of the terms that were used to describe….maybe I misinterpreted….that’s what appeared…” Jenna: “…..wait…the words that I used…..” Researcher: “anyway….more I was interested what you thought about when you were doing this and if it has a place.” Jenna: “….like it can be used and stuff?......yeah……oh like the background and meanings of things?...yeah, like the other one finding out how the painter got the inspiration to do the art…..and then…...with this….(looking at picture of tide pool)…..I guess its your interpreting what you are seeing and people can interpret in different ways….yeah this one was more, obviously scientific terms and the other one had more art terms throughout…..” Researcher: “uh huh…..” 97

Jenna: “…..but I guess its showing maybe a connection to the two” Researcher: “uh huh…..ok cool” Jenna: (clicks on imaging and locally heard) “…..ok….” Researcher: “uh huh” Jenna: (looks at page, reads the directions and asks) “does it make a noise…..like when you click on it…or when you put it on…” (referring to bird name on box) Researcher: “yeah…..when you put the correct name…..move the name into the grey box, something will happen” Jenna: “…..nice” (when she gets the answer right). “I didn’t know if you would hear the sound.” Researcher: “you will if you go to the next one….” Jenna: (listening to bird sounds, laughing when she gets the answer right) “…..its an aweful sound… sounds like he is hacking up something) Researcher: “yeah he does” Jenna: “…its funny…...usually I just don’t…..I love hearing bird noises and everything like that definitely between the two gulls…..and hearing like the difference and stuff….that’s kid of neat…it makes people more aware of their surroundings…like maybe you’ll stop and think when you hear it” Researcher: “so at the very bottom of the page there is a bunch of buttons about….not that little….the blues….I don’t know….its sort of hidden people don’t go to it but that’s more information about each one of the birds….so if you’re a naturalist in training you know….would you want different information from whats given…” Jenna: “…..ummm…..yeah this would be good. I am definitely a person where…… if I had this to be able to access it through the website that would be good to go back to….I a bit of a slow reader.” Researcher: “sure, no that’s a great suggestion.” Jenna: “…..whale watching…..during my junior year, I had to do an internship….so I did whale watching right out of Rye Harbor and Newburyport with Blue Ocean Society…and I always loved seeing the Terns…..one of the ways……Terns were out there and then Wilson Storm Petrels….if I remember what they are called….were good ways to spot the whales and stuff…because they were getting the fish.” Researcher: “yeah, right….nice…uh huh” Jenna: (continues with program) 98

Researcher: “so its interesting….so many things are interesting…you can keep going….I’ll get off topic.” Video 5.5 2 minutes 5 seconds Topic: Imaging Module Researcher: “……….that was my goal is to have many of them… Jenna: “…yeah….I don’t know…...its another way to connect art and nature…um…like you said.. ….getting people to think about texture…..and with the art it helps you think about the different mediums…..like materials that used….and with the barnacles…..some people kind of forget that aspect…..in nature its nice to always use all five of your senses and so like….texture and touching in stuff is sometimes forgotten…” Researcher: “….ah…neat…I like that comparison……” Jenna: “…..and you got to be careful because you cut your feet in the summer time…” (laughs) Researcher: “ah yes….its true” Jenna: (returns to main menu and talks about what she has done..) Researcher: “…yeah that’s a resource packet….you can click on that….” Jenna: “…..so that’s just like, what I already have now….like….kind of….? Researcher: “uh huh….so you can click on each one, all of those are buttons….and they tell you background information.” Jenna: “…..like I said that would be a cool thing to have on the site…..in stuff.” Researcher: “right…on the web” Jenna: “…..“I still sometimes……since I am trying to get back into this…..I refer back to the packet you know brush up on it…..since I haven’t been doing it in a while.” Researcher: “uh huh” Jenna: “this is good too, because all I have is the paper” Researcher: “yeah” Jenna: “should I read all of these or no?” 99

Researcher: “totally up to you, yeah…….no” Jenna: (goes back to main menu and clicks on Piet Mondrian) Researcher: “why don’t you start with audio….”

Video 5.6 4 minutes 13 seconds Topic: Piet Mondrian Researcher: “…..that’s ok” Jenna: (reads the instructions out loud for step 4 of Piet Mondrian) “ummmm….each color represents an organism in the list…….and I just choose that?” Researcher: “yeah, so this…..I’m interested in your feedback…..its a little………..how do you combine to make an intertidal sort of….painting out these grids, using only three colors…..like do you think its possible……there is not real right or wrong answer…..” Jenna: “huh……..(works silently, thinks, makes a grid)…….(laughs). Researcher: “yeah….tell me about what is uncomfortable about it.” Jenna: “its hard….I guess…….using only three colors for all the animals….” Researcher: “uh huh” Jenna: “but like…something that I was thinking….how do more color…umm…..like….I guess with the lines I was thinking……trying……because the zones are separated…when you learn they are separated but they do intertwine…..so I was thinking that these lines to kind of…..you know…..describe each of the zones…..” Researcher: “uh huh….ok” Jenna: “and then with the colors for the creatures….I was thinking…..like…having more of one color… yellow I guess….would be…….the upper zones……I forget now but I felt like there was another way to describe the zones….upper zone, middle zone….I think it was dark…..I don’t know…..what was that, I forget?” Researcher: “uh huh…like…red zone….so use the terminology.” Jenna: “yeah…..so like….that’s another way to use the colors and the terminology…so….but there’s more…….I don’t know there is more creatures in the middle so you could do more colors in the middle…to show the creatures…” 100

Researcher: “……ok…” Jenna: “…..its a different way to think about it too….especially like I said….when it comes to nature, I like more organic material and drawings and shapes things like that….where I think its harder….maybe just me mentally think about…..to use boxes and lines to describe it….its kind of…..interesting…makes you step outside of your bounds.” Researcher: “uh huh….ok…good.….that’s interesting….that’s really interesting, I like that you are relating to the relating the organic shapes of the rocky shore to the discomfort of doing something so structured.” Jenna: (she nods yes) “….every time I think about the ocean its always curves and swirly lines…..” Researcher: “yeah……so do you think that this………..I mean……I wonder if they don’t need the background of the intertidal zone to do it… or do they…” (referring to Piet Mondrian final stage). Jenna: “….I think you would…..like I said, I am kind of a little rusty with some of this stuff… but…..yeah….looking at it and stuff……I think they would…..when I thought about it, with the zones…..how its broken up…..that’s how I used the grid.” Video 5.7 1 minute 19 seconds Topic: Symmetry Module Jenna: “looking at this apple….when I took plant bio in school…It was always neat to find out….like…..just the different types….what it meant….when it looked like something what that meant….you know?” Researcher: “uh huh” Jenna: “and actually too….I found this interesting…what it helps…..for instance….tomato……and stuff…helps your heart…..I think it was tomato…..because then when you open a tomato is like chambers…..so its like the chambers in the heart…” Researcher: “uh huh” Jenna: “…something like that where it kind of connects us to meaning of what it looks like…..shows…..I mean that’s food but…. Researcher: cool, no….I like the connecting…..” Jenna: (reading symmetry examples to herself) “…..do you click on it or no….?” Researcher: “that one……you can see…..I see what you are doing with your mouse so its like vertical and horizontal…” 101

Video 5.8 2 minutes and 58 seconds Topic: Symmetry Module and Summary thoughts Researcher: “…….them about symmetry in the natural world?” Jenna: “yeah, I do that a lot with like…..um…… sea stars and sea urchins….how we say that they are cousins…because you can tell that when you turn over the sea urchin and it has the radial symmetry on the underside….” Researcher: “uh huh” Jenna: “……and that’s need to connect and show the kids that. It’s a good way to describe and to get them to imagine and identify creatures.” Researcher: “…yeah…do ever talk about bilateral…? Jenna: “yeah…I guess yeah definitely…..well when you show the crabs and stuff….I thought about that….and yeah because humans are….” Researcher: “so when you look at this….does it help…..does it reinforce what you already know about symmetry?…..” Jenna: “yeah” Researcher: “what would help a volunteer think about actually teaching about those terms?” Jenna: “ummmm…….like I said I like the games….because it helps quiz me in a way….” Researcher: “yeah, that’s great….right……make it like a quiz” Jenna: “so once you’ve learned about it and then to be able to identify…ok so what kind is this….and that’s the thing you can do with the kids to….I know they like to make……to make learning interesting its fun to make it into a games….so which ones which” (describing her example of teaching with students). Researcher: “yeah” Jenna: “like which are symmetry?....” Researcher: “so do you think that…..um…well could you see this used by students..?” Jenna: “yeah…I think a lot of it…..nowadays too its very important to get out there and look at things hands on…..but if you have a day like today….rainy day……using computer tools in the classroom is a good way to educate kids. Like if they are trying maybe……before hand…..I know often times……they will give them the packets before they come and do they actual trip here….this might be a good tool to use before hand, to get them start to think about it…..to get their questions 102

going. Researcher: “yeah, that’s a good idea” Jenna: “so many things….it’s such a computer age these days…”

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