Using digitized objects to promote critical thinking and engagement in classrooms

Abstract

Purpose This paper aims to examine the impact of using digitized objects for inquiry with middle-school classrooms. Research analyzed critical thinking processes and student engagement during collaborative investigations with 3D models of authentic objects. Design/methodology/approach Digitized objects were 3D scans of fossils from the paleontology collection at the Natural History Museum of Utah implemented as 3D prints and 3D virtual models. Verbal protocol analysis examined critical thinking processes during collaborative student learning. Engagement was assessed via student feedback and a classroom observation protocol. Findings The findings demonstrated that digitized objects facilitated key critical thinking processes, particularly observation, problem finding, elaboration and evaluation. Student feedback was very positive and focused on strong interest in 3D technologies and the ability to engage in authentic exploration. Observations showed very high levels of on-task engagement. Research limitations/implications Additional research is necessary to determine if findings generalize across varied learner populations, including broader age ranges and socioeconomic samples, to activities implemented as fully online experiences and to digitized objects from varied domains. Originality/value Findings demonstrate digitized objects are effective methods to engage students in critical thinking and to promote engagement with authentic objects during classroom learning. Results demonstrate strong potential of new technologies to leverage the educational impact of digitized objects from local collections, setting the stage for expanded educational outreach by museums and libraries.