Roles, Rules, and Keys: How Different Play Configurations Shape Collaborative Science Inquiry
Roles, Rules, and Keys: How Different Play Configurations Shape Collaborative Science Inquiry
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角色、规则和关键：不同的游戏配置如何塑造协作科学探究
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Joshua A. Danish
中科院分区：
文献类型：
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作者：
David DeLiema;Noel Enyedy;Joshua A. Danish
发生在科学通过技术增强游戏（STEP）设计为基础的研究项目，本文描述了一年级和二年级的学生如何使用他们的身体，成为微观粒子内的状态变化的协作模拟（例如，液体到气体）并且在两个不同的游戏空间内：建模活动和游戏活动。当参与者立即在课堂上发挥作用并学习微观粒子时，他们引入并制定了不同的角色，规则和关键配置，这些配置塑造了他们的即时活动和他们通过科学探究的途径。参与者在游戏过程中对不同角色、规则和关键的整合，一方面促进了开放式创造、观察和破坏的循环，另一方面通过游戏指标评估产生了获胜的务实策略。总的来说，本文介绍了一个框架，用于跟踪角色，规则和密钥的协作实例化，提供了这些特征如何塑造学习的初步文档，并邀请思考如何超越关于游戏有益于学习的一般主张。
Taking place within the Science Through Technology-Enhanced Play (STEP) design-based research project, this paper describes how first- and second-grade students use their bodies to imaginatively become microscopic particles inside of a collaborative simulation of state change (e.g., liquid to gas) and within two distinct play spaces: a modeling activity and a game activity. As participants at once bring play to life in the classroom and learn about microscopic particles, they introduce and enact distinct configurations of roles, rules, and keys that shape their moment-to-moment activity and their pathways through science inquiry. Participants’ integration of distinct roles, rules, and keys during stretches of play foster on the one hand cycles of open-ended creation, observation, and destruction, and on the other hand generation of pragmatic strategies for winning assessed through game metrics. Overall, this paper introduces a framework for tracking the collaborative instantiation of roles, rules, and keys, provides preliminary documentation of how these characteristics shape learning, and invites reflection on how to move beyond general claims about games benefiting learning.