CRII: Cyberlearning: Lived Science Narratives: Meaningful Elementary Science through Wearable Technologies

下一代科学标准的一个关键目标是将科学教学的重点从课堂转移到现实世界。这项研究旨在将学生在科学课程中学到的知识扩展到学校的正式环境之外。该项目将研究一种方法，鼓励学生通过使用智能手表批判性地思考科学如何在日常生活中呈现和应用。该方法由三个主要部分组成。首先，学生将使用智能手表来记录日常生活中与科学主题相关的观察结果。其次，学生将能够反思他们的“生活科学故事”，并通过网络界面将其编辑成更完整的叙述，从而有助于他们的语言艺术学习。第三，学生的科学故事将通过网络应用程序呈现给学校老师，这将帮助老师诊断和纠正他们的误解，并使科学教学在课堂上更加相关和有意义。这项工作可以给社会带来持久的利益，不仅支持儿童对 STEM 主题的参与和兴趣，而且还支持他们发展关键时期的听、读、写练习。将设计一个基于服务器的系统，集成 (1) 一个供儿童录音科学故事的智能手表界面，(2) 一个基于网络的讲故事界面，允许他们转录和编辑他们的音频故事片段，以及 (3) 一个基于网络的教学支持界面，其形式为策展板，为老师汇集学生编辑的科学故事。该项目将采用迭代设计方法来开发生活故事界面并测试其可用性。学校研究将在一所小学的两个四年级科学课上进行，涉及两个科学主题，其中大部分学生来自 STEM 领域通常代表性不足的人群。同样的科学课程将通过平衡的实验设计，在有或没有生活科学叙事技术的情况下进行教学。将使用测试前/测试后测验、访谈、自我报告问卷和基于视频的分析来评估生活故事方法是否以及如何不仅可以增强学生对科学概念的理解和学习科学的动机，还可以增强教师的教学策略。该项目将增进我们对如何利用儿童思考其日常具体经历的叙事方式来加深他们对从正式教学中获得的科学概念的理解的理解。该研究还将提供基于学生个人经验的基础科学教学新颖教学策略设计的知识，以及支持科学学习的可穿戴设备设计指南和技术框架。

A key goal of the Next Generation Science Standards is to shift the focus of science instruction away from the classroom and out into the world. This research aims to extend what students learn in their science classes beyond the formal context of the school. The project will investigate an approach whereby students will be encouraged to think critically about how science is present and applicable in their daily life experiences through the use of smartwatches. The approach consists of three main parts. First, students will use smartwatches to voice-record observations related to a science topic in their everyday lives. Second, students will be able to reflect on their "lived science stories" and edit them into fuller narratives via a web interface, thus contributing to their language arts learning. Third, the students' science stories will be presented to the school teacher via a web application that will help that teacher to diagnose and correct their misconceptions and make science teaching more relevant and meaningful in the classroom. This work could have lasting benefits to society, not only in terms of the support of children's engagement and interest in STEM topics but also in the practice of listening, reading and writing at a critical period of their development.A server-based system will be designed that integrates (1) a smartwatch interface for children to audio-record science stories, (2) a web-based storytelling interface to allow them to transcribe and edit their audio story snippets, and (3) a web-based instructional support interface in the form of a curation board that draws together the students' edited science stories for the teacher. The project will employ an iterative design methodology to develop the lived-stories interfaces and test them for usability. A school study will be conducted in two 4th-grade science classes over two science topics at an elementary school with a high percentage of students from populations typically underrepresented in STEM fields. The same science classes will be taught with and without the lived-science narrative technology in a counterbalanced experimental design. Pre-/post-test quizzes, interviews, self-report questionnaires, and video-based analysis will be used to assess whether and how the lived-stories approach may enhance not only students' understanding of science concepts and their motivation to study science but also the teacher's instructional strategies. This project will advance our understanding of how children's narrative way of thinking about their everyday embodied experiences may be used to scaffold their understanding of science concepts gained from formal instruction. The research will also contribute knowledge on the design of novel instructional strategies for elementary science teaching that are anchored in students' personal experiences as well as guidelines and technical frameworks for the design of wearables to support science learning.