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世界。这项研究旨在将学生在科学课堂上学到的东西扩展到学校的正式背景之外。该项目将研究一种方法，通过使用智能手表，鼓励学生批判性地思考科学是如何存在的，以及如何应用于他们的日常生活经验。该方法由三个主要部分组成。首先，学生们将使用智能手表对他们日常生活中与科学主题相关的观察进行语音记录。其次，学生将能够反思他们的“现场科学故事”，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一个网络应用程序呈现给学校教师，这将帮助教师诊断和纠正他们的误解，使科学教学在课堂上更具相关性和意义。这项工作可能会给社会带来持久的好处，不仅是在支持儿童对STEM主题的参与和兴趣方面，而且还在他们发展的关键时期的听、读和写实践方面。将设计一个基于服务器的系统，该系统将集成(1)用于儿童音频记录科学故事的智能手表界面，(2)允许他们转录和编辑他们的音频故事片段的基于网络的讲故事界面，以及(3)以策展委员会的形式将学生编辑的科学故事汇集在一起供教师使用的基于网络的教学支持界面。该项目将采用迭代设计方法来开发Live-Stories界面，并测试它们的可用性。一项学校研究将在一所小学的两个四年级科学班进行，内容涉及两个科学主题，其中很大比例的学生来自通常在STEM领域代表性不足的人群。同样的科学课程将在平衡的实验设计中使用和不使用生活科学叙事技术。本研究将采用考前/考后测验、访谈、自填式问卷调查和视频分析等方法来评估生活故事教学法是否以及如何不仅能提高学生对科学概念的理解和学习科学的动机，而且还能提高教师的教学策略。这个项目将促进我们理解儿童对他们日常体验的叙事性思维方式如何被用来支撑他们对从正规教学中获得的科学概念的理解。这项研究还将为基础科学教学设计新的教学策略提供知识，这些策略植根于学生的个人经验，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.