DIP: BioSim: Developing a Wearable Toolkit for Teaching Complex Science Through Embodied Play

DIP：BioSim：开发可穿戴工具包，通过体验游戏教授复杂科学

• 批准号: 1324047
• 负责人: Kylie Peppler
• 金额: $ 100万
• 依托单位: Indiana University
• 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 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1324047&HistoricalAwards=false
• 关键词: DIP; BioSim; Developing; Wearable; Toolkit

In this Cyberlearning: Transforming Education DIP (Development and Implementation) Project, the PIs focus on better promoting science learning in early elementary school (grades K-3). They focus in the discipline of life sciences, with specific focus on complex biological systems. The approach to learning about complex systems is through participatory simulation augmented by wearable computers. Children act out the roles of agents in complex biological systems (e.g., bees gathering honey, predators and preys) together, and with the help of electronic puppets that they can wear on one hand, they watch changes in the characteristics of animals they are simulating (e.g., energy, hunger, thirst, need for sleep) as they interact in the environment the way those animals would. Research focuses on how learning happens in the context of 1st person participation in a simulated system and how to best facilitate that learning, how learning about one complex system readies children to learn about other complex systems, how the understanding of complex systems builds over time with exposure to a variety of such systems, and best ways of using technology to affect such learning.There is little understanding currently of how to teach science productively in elementary school. As is appropriate for this age group, these PIs take a playful approach to immersing youngsters (in grades K through 3) in the lives of animals and organisms and the ecosystems they live in. Children participate in simulations of natural ecosystems, taking on the roles of animals or organisms in those systems. To promote the kinds of reflection on experience that will lead to learning, children are equipped with electronic puppets that help them experience how those animals? lives are affected by their interactions with animal and plant life in their environment.

在这个网络学习中：改革教育DIP（发展和实施）项目，PI侧重于更好地促进小学早期（K-3年级）的科学学习。他们专注于生命科学的学科，特别关注复杂的生物系统。学习复杂系统的方法是通过可穿戴计算机增强的参与式模拟。儿童在复杂的生物系统中扮演代理人的角色（例如，蜜蜂采集蜂蜜，捕食者和猎物）在一起，并且在他们可以戴在手上的电子木偶的帮助下，他们观察他们正在模拟的动物的特征的变化（例如，能量，饥饿，口渴，睡眠需求），因为它们在环境中相互作用的方式，这些动物会。研究的重点是学习如何在第一人称参与模拟系统的情况下发生，以及如何最好地促进学习，如何学习一个复杂的系统准备儿童学习其他复杂系统，如何随着时间的推移建立复杂系统的理解与接触各种这样的系统，以及利用技术影响这种学习的最佳方法。目前对如何在小学有效地教授科学还很少有了解。作为适合这个年龄组，这些PI采取了一种有趣的方法，让青少年（从K到3年级）沉浸在动物和生物的生活以及他们生活的生态系统中。儿童参与自然生态系统的模拟，在这些系统中扮演动物或有机体的角色。为了促进对经验的反思，这将导致学习，孩子们配备了电子木偶，帮助他们体验如何这些动物？生命受到其与环境中动植物相互作用的影响。