EXP: Exploring the potential of mobile augmented reality for scaffolding historical inquiry learning

在这个网络学习：转变教育实验项目中，研究人员正在研究增强现实(AR)技术如何以及为了什么目的可以用来支持关键探究策略和过程的学习；这个问题正在历史教育和为探究历史教育开发的SCIM-C(总结、背景、推理、监测和证实)框架中进行探索。目前正在设计和开发一个硬件/软件综合平台，以支持SCIM-C教学法。学生们使用具有增强现实功能的移动设备来增强他们在当地历史遗迹的“实地”体验。除了体验现有的网站，AR技术正在建设中，允许他们从几个社交角度查看和体验网站，并查看其结构和几个时间段的使用情况。学生还使用移动设备在本地站点收集、注释和组织数据，应用程序根据在站点收集的数据来组织这些数据。其他台式机和笔记本电脑软件支持对数据的探索、操作和分析，并支持编写和讨论，以支持讲述网站的故事。研究的重点是设计增强现实应用程序和相关技术，以支持在各种学科(如历史文化研究、地球科学、生态科学)的实地工作中进行查询，并了解如何使用增强现实可以提供的视角来促进查询过程，并促进对很小的变化如何在很长一段时间内累积成非常大的变化的理解。学习如何批判性地思考、分析来源和开发基于证据的帐户是各种学科的核心。然而，学习者很难理解这种探究过程的重要性，理解专家是如何参与探究的，并掌握自己练习这种探究所需的策略。这个项目的目的是探索如何使用增强现实(AR)技术为学习者提供几个历史时期的具体生活体验，并支持他们在理解这个地方的故事以及是什么影响了它的历史时进行推理。研究人员假设，同样类型的关于过去的具体经验和相同类型的帮助来理解许多科学也是必要的，他们预计，关于使历史过去足够具体到让高中生能够掌握的知识，也将适用于使自然界的历史足够具体，以便让高中生能够支持他们对地质时间、地质过程和进化过程等概念的理解。

In this Cyberlearning: Transforming Education EXP project, reserachers are addressing how and for what purposes Augmented Reality (AR) technologies can be used to support learning of critical inquiry strategies and processes; the question is being explored in the context of history education and the SCIM-C (Summarizing, Contextualizing, Inferring, Monitoring, and Corroborating) framework developed for inquiry history education. A combined hardware/software platform is being designed and developed to support SCIM-C pedagogy. Students use a mobile device with augmented reality to augment their "field" experience at a local historical site. In addition to experiencing the site as it exists, AR technology is being built to allow them to view and experience the site from several social perspectives and to view its structure and uses over several time periods. Students also use the mobile device to collect, annotate, and organize data at the local site, and the apps organize that data according to where it is collected at the site. Additional desktop and laptop software supports exploration, manipulation, and analysis of the data and writing and discussion in support of telling the site's story. Research focuses on the design of AR applications and associated technologies to support inquiry based in field work for the variety of disciplines where analysis of change over time is important (e.g., historical-cultural studies, geosciences, eco-sciences) and on understanding how to use the perspectives augmented reality can provide to promote inquiry processes and to promote understanding of how very small changes over long periods of time may add up to very large changes.Learning how to think critically, analyze sources, and develop an evidence-based account is central to a variety of disciplines. However, learners struggle to grasp the importance of such inquiry processes, to understand how experts engage in inquiry, and to master the strategies needed to practice such inquiry themselves. The purpose of this project is to explore how augmented reality (AR) technology can be used to give learners concrete experiences of life during several historical periods and support their reasoning as they make sense of the story of the place and what influenced its history. The researchers posit that the same types of concrete experiences with the past and the same types of help with making sense of changes over time are necessary to understand many sciences as well, and they expect that what is learned about making the historical past concrete enough for high schoolers to grasp will also be applicable to making the history of the natural world concrete enough for high schoolers to support their understanding of such concepts as geologic time, geologic processes, and evolutionary processes.