Roomquake: embedding dynamic phenomena within the physical space of an elementary school classroom
Roomquake: embedding dynamic phenomena within the physical space of an elementary school classroom
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Roomquake：将动态现象嵌入小学教室的物理空间中
DOI：
10.1145/1056808.1056992
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发表时间：
2005
期刊：
影响因子：
--
通讯作者：
D. Kilb
中科院分区：
文献类型：
--
作者：
T. Moher;Syeda Hussain;T. Halter;D. Kilb
真正的科学实践需要接近现象。在本文中，我们介绍RoomQuake，旨在促进地震学科学实践学习社区的发展的应用程序。RoomQuake并没有把地震活动视为遥远的事件，而是试图通过将这些现象直接置于教室中来增强突出性。使用固定位置的PDA作为模拟地震仪，学生通过阅读特征波形和使用校准的卷尺从多个台站扫出弧，直到它们真正碰撞，从而确定一系列“随机”定时事件的震级和距离，物理上实施数学三边测量。我们描述了我们的经验，在一个五年级的教室六个星期的单位。
Authentic practice in science requires access to phenomena. In this paper, we introduce RoomQuake, an application designed to foster the growth of a community of learning around scientific practice in seismology. Rather than treating seismic activity as remote events, RoomQuake seeks to enhance salience by situating those phenomena directly in the classroom. Using fixed-position PDAs as simulated seismographs, students determine the magnitude and distance of a series of "randomly" timed events by reading characteristic waveforms and using calibrated tape measures to sweep out arcs from multiple stations until they literally collide, physically enacting mathematical trilateration. We describe our experience in a six-week unit in a fifth-grade classroom.