DIP: The Science Through Technology Enhanced Play (STEP)

DIP：科学通过技术增强游戏 (STEP)

• 批准号: 1323767
• 负责人: Noel Enyedy
• 金额: $ 106.7万
• 依托单位: University of California-Los Angeles
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-15 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1323767&HistoricalAwards=false
• 关键词: DIP; Science; Through; Technology; Enhanced

In this Cyberlearning: Transforming Education DIP (Development and Implementation) project, the PIs are investigating how embodied play among elementary school students can be used to help them understand scientific phenomena (e.g., the working of forces, complex behaviors of bees). They are instrumenting elementary school classrooms with advanced tracking. The PIs are building upon the ways that young children engage in socio-dramatic play. Through role play, children explore and reflect upon the complex rules that govern the world, and in this project, they are asked to play roles in a natural system (e.g., bees in a beehive) and identify the rules that would make their role play match the workings of the natural system. Motion capture technology is used to record their interactions, and they reflect together as a class after role-playing experiences. Research focuses on the qualities of reflection and subsequent learning afforded by two aspects of such play -- when children interact to plan their role play (equivalent to modeling) and when they act out the system or phenomenon (equivalent to simulation) and then have a chance to examine their interactions. To understand the affordances and importance of embodied play, reflection and learning outcomes are also compared across conditions of acting out a system or phenomenon (1st person embodied simulation) and running a computer simulation of that same system or phenomenon (3rd person virtual simulation).There is currently little understanding of how to teach science productively in early elementary school. As suits this age group, these PIs are going after how to take best advantage of the kinds of role playing children naturally engage in at this age. Much of their role play discussion has to do with coming up with the rules of the role play; the PIs' insight is that this could be seen as the equivalent of creating a model. This research is developing a model of how to involve kids in grades K-3 in learning science through modeling and, in addition, focusing on the the kinds of reflection on that play that result in learning and how to affect such reflection and subsequent learning with the help of technology.

在这个网络学习中：改革教育DIP（发展和实施）项目，PI正在调查如何在小学生中体现发挥可以用来帮助他们理解科学现象（例如，力的作用，蜜蜂的复杂行为）。他们正在用先进的跟踪技术装备小学教室。PI正在建立在幼儿参与社会戏剧游戏的方式上。通过角色扮演，孩子们探索和反思统治世界的复杂规则，在这个项目中，他们被要求在自然系统中扮演角色（例如，蜂巢中的蜜蜂），并确定规则，使他们的角色扮演符合自然系统的运作。动作捕捉技术被用来记录他们的互动，他们反映在一起，作为一个类后的角色扮演经验。研究的重点是反思的质量和随后的学习提供了这样的发挥两个方面-当儿童互动计划他们的角色扮演（相当于建模），当他们的行为系统或现象（相当于模拟），然后有机会检查他们的互动。为了理解具身游戏的启示和重要性，还比较了在表演系统或现象（第一人称具身模拟）和运行相同系统或现象的计算机模拟（第三人称虚拟模拟）的条件下的反思和学习结果。为了适合这个年龄段，这些PI正在寻找如何最好地利用这个年龄段的孩子自然参与的角色扮演。他们的角色扮演讨论的大部分内容都与制定角色扮演的规则有关; PI的观点是，这可以被视为相当于创建一个模型。这项研究正在开发一个模型，研究如何让K-3年级的孩子通过建模学习科学，此外，重点关注导致学习的游戏的反思类型，以及如何在技术的帮助下影响这种反思和随后的学习。