Embodied Learning About Time with Tangible Clocks
Embodied Learning About Time with Tangible Clocks
复制标题
用有形的时钟体现时间的学习
DOI：
--
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Stefanos Xefteris
中科院分区：
文献类型：
--
作者：
G. Palaigeorgiou;Dimitra Tsapkini;T. Bratitsis;Stefanos Xefteris
对于小学生来说，时间是一个复杂的概念，与时间相关的能力需要数年才能充分发展。在这篇文章中，我们提出并评估了一种教学方法，通过与有形时钟的具体互动来学习阅读和书写时间。教学方法由四个“时间学习站”组成，可以帮助12名学生（分成3人一组）学习时间。“时间站”包括（a）一个带有大型有形3D时钟的游戏，（B）一个带有微型有形时钟的游戏，（c）两个带有关于时间的学习游戏的笔记本，（d）一套典型的关于时间的手写笔记本。每个小组探索每个站点10分钟，然后学生以环形模式移动到下一个站点。为了评估的教学方法，84名学生参加了试点研究，形成7组12名学生，使用的时间站约45分钟。焦点小组进行后，每轮运行。学生认为整个环境对他们认识时间和阅读有很大帮助。学生们强调，大3D有形时钟是最有用和最有趣的活动，并指出，特定的界面更吸引人，互动更动觉和意想不到的，而学习表示是显着不同的任何其他，他们在过去使用。
Time is a complex concept to grasp for elementary students and time related competencies take years to fully develop. In this article, we present and evaluate an instructional approach for learning to read and write time through embodied interactions with tangible clocks. The instructional approach consists of four “time learning stations” that may facilitate groups of 12 students (separated in teams of 3) to learn about time. The “time stations” include (a) a game with a big tangible 3D clock, (b) a game with a miniature tangible clock, (c) two notebooks with learning games about time, (d) a set of typical hand-written worksheets about time. Each team explores each station for 10 min and afterwards students move in a circular pattern to the next station. In order to evaluate the instructional approach, 84 students participated in a pilot study forming 7 groups of 12 students that used the time stations for approximately 45 min. Focus groups were conducted after each round of runs. Students supported that the whole setting greatly helped them to get acquainted with time and clock reading. Students underlined that the big 3D tangible clock was the most useful and entertaining activity and pinpointed that the specific interface was more engaging, the interactions were more kinesthetic and unexpected while the learning representation was significantly different from any other that they have used in the past.
物理表征在解决数字问题中的作用：幼儿使用物理和虚拟材料的比较
影响因子：
12
作者：
Manches A
通讯作者：
Manches A