Making Sense of Space: Distributed Spatial Sensemaking in a Middle School Summer Engineering Camp
Making Sense of Space: Distributed Spatial Sensemaking in a Middle School Summer Engineering Camp
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感知空间：中学夏令营中的分布式空间感知
DOI：
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
D. Uttal
中科院分区：
文献类型：
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作者：
Kay E. Ramey;D. Uttal
空间思维对于工程领域的成功非常重要。然而，人们对学生如何学习和应用空间技能知之甚少，特别是在幼儿园到12年级的工程学习中。本研究在一个中学夏令营考察了空间思维在工程学习中的作用。参与者是26名学生(13名女性，13名男性)，主要来自代表性不足的群体。我们采用了认知人种学的方法，通过观察实际操作的工程学习活动来识别空间问题出现的时刻，以及学习者如何理解这些问题。我们将这些过程描述为分布式空间感觉加工，因为它们既涉及内部(认知)过程，也涉及与其他学习者、材料和表征的互动。我们在我们的数据集中识别了90个分散的空间感觉事件。这些事件促进了重要的工程实践，如假设检验和设计迭代。我们还发现，不同的活动引发了不同类型的分布式空间感觉加工事件。我们的结果展示了空间思维在日常工程学习中的重要性，并说明了支撑特定空间过程和实践的工程学习活动的类型。我们的研究还表明，认知、情境和分布理论可以同时用于理解像工程学习这样的复杂现象。
Spatial thinking is important for success in engineering. However, little is known about how students learn and apply spatial skills, particularly in kindergarten to Grade 12 engineering learning. The present study investigated the role of spatial thinking in engineering learning at a middle school summer camp. Participants were 26 students (13 female, 13 male), predominantly from underrepresented groups. We took a cognitive ethnographic approach, using observations of hands-on engineering learning activities to identify moments when spatial problems arose and how learners made sense of these problems. We describe these processes as distributed spatial sensemaking because they involved both internal (cognitive) processes and also interactions with other learners, materials, and representations. We identified 90 distributed spatial sensemaking episodes in our data set. These episodes facilitated important engineering practices such as hypothesis testing and design iteration. We also found that different activities elicited different types of distributed spatial sensemaking episodes. Our results demonstrate how spatial thinking matters in everyday engineering learning and speaks to the types of engineering learning activities that scaffold particular spatial processes and practices. Our research also shows how cognitive, situated, and distributed theories can be used in tandem to make sense of a complex phenomenon like engineering learning.
通过观察孩子的手来了解孩子对空间的了解：手势在空间交流中的附加价值。
影响因子：
2.6
作者：
Sauter,Megan;Uttal,DavidH;Alman,AmandaSchaal;Goldin-Meadow,Susan;Levine,SusanC
通讯作者：
Levine,SusanC
影响因子：
4.6
作者：
LINN, MC;PETERSEN, AC
通讯作者：
PETERSEN, AC