By Wei Gong
During this summer, our team aims to design an educator kit for the educators to engage kids in macroinvertebrate education. Our first step was to do research to understand the problem and identify design opportunities. Before doing field research, we generated driving questions that we wanted to answer by the end of the research phase.
With the driving questions in mind, we conducted semi-structured interviews for the following interviewees:
After the interviews, we consolidated the data into several categories and answered the driving questions as follow:
Question1: What are the learning goals for the students in the water quality and macroinvertebrate education?
Based on data we got from all the interviews, we concluded three major learning goals for the students in macroinvertebrate education as follow:
1. Learners will explore the connection between the insects and the ecosystem and have a basic awareness of
Question2: What elements form a successful and engaging macroinvertebrate education?
Probing into the engaging elements in the macroinvertebarete education, we got 3 insights in how to create a successful exhibit kit as follow:
1. Create a live experience for the learners in which they can touch, feel, and observe.
Question 3: What pain points do educators have for water quality and macroinvertebrate education?
Although under different contexts, the educators similar challenges and painpoints in the macroinvertebrate education, which we concluded as follow:
1. Difficulty in creating a real experience where students can touch, feel and observe clearly.
Question 4: What resources do educators use right now for the water quality biomonitoring activities and macroinvertebrate education? Among the resources, what works well and what doesn’t?
Currently, educators use the resources below in macroinvertebrate education:
Question 5: How can technology play a role in macroinvertebrate education and what are the technological constraints in the context?
We investigated how technology is applied in macroinvertebrate education now and the potential opportunities in the future. Key findings are as follow:
1. Educators have concerns on students using their individual phones in camps, field trips or other similar activities.
An interdisciplinary team