Zimmerman and Weible (2018) conducted a case study evaluating the impact of digital photography in science-inquiry learning activities among high school students. Students were split into two groups, participating in a science activity geared towards epistemic agency among the students. Specifically, the activity focused on monitoring “watershed health.” The authors concluded the use of digital photography can support students’ agency in inquiry through environmental science practices. They also suggested the study supports both an ever-changing field of educational technology and environmental science by bridging the scientific experiences and using photography as a means to support their epistemic agency.

The authors identified strengths of their study as triangulation of results among the data points collected. This allowed them to cross-reference results to ensure consistency and secure validity. The use of a case study and separating the students into various groups allowed for the authors to see differences among the data collection and use of digital photography. Another key strength of the study is in the autonomy given to the participants in the use of the photography in addition to the scientific processes they engaged in throughout the study.

As a member of Dr. Weible’s current EDU811 class, I was curious to read this study. As someone who is interested in inquiry-based learning, this study spoke to my interests. While Science is a subject I am adverse to, the inquiry process is still interesting to observe across disciplines. I specifically find how the use of digital photography, a technology I would traditionally not consider, was used to support students’ inquiry throughout the process. Particularly, I find the discussion of how students used digital photography interesting as a confirmation of their findings rather than as the investigative tool. It opens my perspective to not think of the technologies that could be used in inquiry-based activities as one-dimensional in use and application. When I consider my own research, I’d like to think about inquiry-based learning as not so specific to my own classroom, but as to how it could be generalized for other classrooms and content areas as well.

Sources
Zimmerman, H. T., & Weible, J. L. (2018). Epistemic agency in an environmental sciences watershed investigation fostered by digital photography. International Journal of Science Education, 40(8), 894-918.