Technology for promoting scientific practice and personal meaning in life-relevant learning
Technology for promoting scientific practice and personal meaning in life-relevant learning
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在与生活相关的学习中促进科学实践和个人意义的技术
DOI：
10.1145/2307096.2307114
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
A. Druin
中科院分区：
文献类型：
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作者：
Tamara L. Clegg;Elizabeth M. Bonsignore;Jason C. Yip;H. Gelderblom;A. Kuhn;Tobin Valenstein;Becky Lewittes;A. Druin
孩子们经常报告说，学校科学是枯燥和抽象的。为此，我们开发了与生活相关的学习(LRL)环境，以帮助学习者了解科学思维、过程和实验在他们的日常生活中可能具有的相关性。在本文中，我们详细介绍了这些发现，旨在通过将两个移动应用程序整合到LRL环境中，增加我们对技术如何支持学习者的科学实践和他们在LRL中的个人意义的理解。我们对这些系统中创建的人工制品的分析表明，技术必须在结构化脚手架和灵活的个人设计之间取得平衡，以支持学习者具有科学意义的体验。我们的数据表明，媒体形式和移动技术的融合可以为学习者提供创造性的方式来表达他们的科学思维，将他们个人有意义的经验制成文物，并以具有科学意义的方式使文物个性化。
Children often report that school science is boring and abstract. For this reason, we have developed Life-relevant Learning (LRL) environments to help learners understand the relevance that scientific thinking, processes, and experimentation can have in their everyday lives. In this paper, we detail findings that aim to increase our understanding of the ways in which technology can support learners' scientific practice and their personal meaning in LRL through the integration of two mobile apps into an LRL environment. Our analysis of the artifacts created in these systems show that technology must strike a balance between structured scaffolds and flexible personal design to support learners' scientifically meaningful experiences. Our data suggests that integration of media forms and mobile technology can provide creative ways for learners to express their scientific thinking, make artifacts of their personally meaningful experiences, and individualize artifacts in scientifically meaningful ways.