Scaffolding ecosystems science practice by blending immersive environments and computational modeling
Scaffolding ecosystems science practice by blending immersive environments and computational modeling
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通过融合沉浸式环境和计算建模来搭建生态系统科学实践
DOI：
10.1111/bjet.12806
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发表时间：
2019
影响因子：
6.6
通讯作者：
Dede, Chris
中科院分区：
文献类型：
--
作者：
Dickes, Amanda C.;Kamarainen, Amy;Metcalf, Shari J.;Gün‐Yildiz, Semiha;Brennan, Karen;Grotzer, Tina;Dede, Chris
技术增强学习领域的研究认为，技术支持学习环境的范围更广，包括活动系统的设计，通过围绕学术社区的实践重新组织技术学习，将学生定位为积极的思考者。在初级生态系统科学的背景下，这需要围绕认知工件的构建和评估来构建课堂活动，例如科学模型和表征，这有利于将学习者的概念努力引向生产性的探究形式和新科学知识的构建。在这篇概念演示论文中，我们介绍了EcoMOD，这是一门初级生态系统科学课程，它将沉浸式虚拟环境与基于智能体的计算建模工具相结合，以支持8至11岁学习者的生态知识和科学实践的增长。具体而言，我们探讨了EcoMOD活动系统的设计如何通过变革性建模实践来支持学生在科学探究中的积极思维。对学生活动和话语的分析表明，参与变革性活动支持学生在课程结束时对生态系统进行更细致入微的因果解释。实践者笔记关于这一主题的已知内容真实的虚拟模拟可以改变课堂学习体验，特别是当围绕认知工件的生产组织时。计算建模和编程工具在支持学习者的生态系统知识构建和复杂因果推理方面是成功的。参与变革性建模实践是构建新科学知识不可或缺的一部分。本文提出了一个设计框架，将沉浸式虚拟环境与计算建模和编程工具有意义地混合在一起，以支持科学探究中的主动思维。演示形成性和总结性评估的多模态技术。表明在适当的支持下，这个年龄段的儿童能够获得远远超过课程标准所描述的知识和技能。对实践和/或政策的影响为实践者提供了一种有效的方法，在基础科学教学中有效地整合计算建模、科学内容和基于探究的实践。向决策者展示沉浸式学习技术和基于智能体的课堂建模的实用性、可负担性和价值。
AbstractResearch in the field of technology‐enhanced learning has argued for a broader scope of technology‐supported learning environments to include the design of activity systems which position students as active thinkers by reorganizing learning with technology around the practices of scholarly communities. In the context of elementary ecosystems science, this entails structuring classroom activity around the construction and evaluation of epistemic artifacts, such as scientific models and representations, that profitably direct learners’ conceptual efforts toward productive forms of inquiry and the construction of new scientific knowledge. In this demonstration‐of‐concept paper, we present EcoMOD, an elementary ecosystems science curriculum that blends an immersive virtual environment with an agent‐based computational modeling tool to support growth in ecological knowledge and scientific practice in learners aged 8 to 11 years old. Specifically, we explore how the design of the EcoMOD activity system supported students’ active thinking in scientific inquiry through transformative modeling practices. Analysis of student activity and discourse indicates that engagement in transformative activities supported students in developing more nuanced causal explanations of the ecosystem by the end of the curriculum.Practitioner NotesWhat is already known about this topicAuthentic virtual simulations can transform classroom learning experiences, particularly when organized around the production of epistemic artifacts.Computational modeling and programming tools are successful in supporting ecosystems knowledge construction and complex causal reasoning in learners.Engagement in transformative modeling practices are integral to the construction of new scientific knowledge.What this paper addsSuggests a design framework for meaningfully blending immersive virtual environments with computational modeling and programming tools to support active thinking in scientific inquiry.Demonstrates multi‐modal techniques for formative and summative assessment.Indicates that children in this age range are able, with appropriate support, to acquire knowledge and skills well above what is described in curriculum standards.Implications for practice and/or policyOffers practitioners an effective approach for productively integrating computational modeling, science content and inquiry‐based practices within elementary science instruction.Demonstrates to policymakers the practicality, affordability and value of immersive learning technologies and agent‐based modeling in classroom settings.
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