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

在这个网络学习：转型教育经验项目中，研究人员正在研究如何以及出于什么目的使用增强现实（AR）技术来支持关键探究策略和过程的学习；这个问题是在历史教育和为探究性历史教育开发的SCIM-C（总结、情境化、推断、监测和确证）框架的背景下探讨的。目前正在设计和开发一个软硬件结合的平台，以支持SCIM-C教学法。学生们使用带有增强现实功能的移动设备来增强他们在当地历史遗址的“实地”体验。除了体验网站的存在，AR技术正在建设中，允许他们从多个社会角度查看和体验网站，并查看其结构和使用在几个时间段。学生还可以使用移动设备在本地站点收集、注释和组织数据，应用程序根据数据在站点的收集位置对数据进行组织。附加的桌面和笔记本软件支持对数据的探索、操作和分析，以及支持讲述站点故事的写作和讨论。研究的重点是增强现实应用程序和相关技术的设计，以支持基于各种学科的实地工作的调查，这些学科对随时间变化的分析很重要（例如，历史文化研究，地球科学，生态科学），并了解如何使用增强现实可以提供的视角来促进调查过程，并促进对如何在很长一段时间内非常小的变化可能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，并发展一个以证据为基础的帐户是各种学科的核心。然而，学习者很难掌握这种探究过程的重要性，理解专家如何进行探究，并掌握自己实践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）技术来为学习者提供几个历史时期的具体生活体验，并在他们理解这个地方的故事和影响其历史的因素时支持他们的推理。研究者认为与过去相同类型的具体经历和相同类型的帮助做出的改变随着时间的推移,也必须了解很多科学,他们希望了解是什么使高中生历史混凝土足够的把握也将适用于混凝土使自然世界的历史足以让高中生来支持他们的理解等概念地质,地质过程,以及进化过程。

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.