In-FUSE-ing STEAM learning with spatial reasoning: Distributed spatial sensemaking in school-based making activities.
In-FUSE-ing STEAM learning with spatial reasoning: Distributed spatial sensemaking in school-based making activities.
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In-FUSE-ing STEAM 学习与空间推理：基于学校的制作活动中的分布式空间意义建构。
DOI：
10.1037/edu0000422
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发表时间：
2020
影响因子：
4.9
通讯作者：
Uttal, David H.
中科院分区：
文献类型：
--
作者：
Ramey, Kay E.;Stevens, Reed;Uttal, David H.
本研究探讨了空间推理在五年级和六年级学生学习中的作用，这些学生参加了一系列校内技术增强的STEAM（科学，技术，工程，艺术和数学）制作活动。我们将重点分析一种特殊类型的推理：空间推理。先前的研究表明，空间推理与STEAM学科中的问题解决，参与和成就有关。然而，空间推理的文献缺乏定性分析的过程，通过空间推理的学习，制定，并导致解决问题的见解，特别是在日常学习环境。在我们的学校里，空间推理也没有得到足够的重视和重视。虽然越来越受欢迎，动手，使活动有潜力培养空间技能，空间推理已在很大程度上被忽视的文献学习通过制作。本研究从分布式认知的角度出发，采用定性分类编码和交互分析相结合的方法，对空间推理与通过制作学习的关系进行了定性分析。我们的分析表明，在制作活动中，学生从事频繁和多样化的空间推理与各种社会和物质资源，不同的制作活动的社会和物质环境促进不同类型的空间推理。我们的分析还显示了空间推理如何随着时间的推移而发展并导致学习。（PsycINFO数据库记录（c）2020阿帕，保留所有权利）
This study examines the role of spatial reasoning in learning among 5th and 6th grade students participating in a set of in-school, technology-enhanced, STEAM (science, technology, engineering, arts, and math) making activities. We focus our analysis on a particular type of reasoning: spatial reasoning. Prior research has shown that spatial reasoning is relevant for problem-solving, participation, and achievement in STEAM disciplines. However, the literature on spatial reasoning lacks qualitative analyses of the processes through which spatial reasoning is learned, enacted, and leads to problem-solving insights, particularly in everyday learning contexts. Spatial reasoning is also underemphasized and undervalued in our schools. And although increasingly popular, hands-on, making activities have the potential to cultivate spatial skills, spatial reasoning has been largely ignored in the literature on learning through making. Informed by a distributed cognitive perspective and using a combination of qualitative categorical coding and interaction analysis, this study provides a qualitative analysis of the relation between spatial reasoning and learning through making. Our analyses show that during making activities, students engaged in frequent and diverse spatial reasoning with a variety of social and material resources and that the social and material contexts of different making activities facilitated different types of spatial reasoning. Our analyses also show how spatial reasoning developed over time and led to learning.(PsycINFO Database Record (c) 2020 APA, all rights reserved)
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影响因子：
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DOI：
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