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上。这项研究的目的是将学生在科学课上学到的东西延伸到学校的正式背景之外。该项目将探索一种方法，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，并在他们的日常生活中应用。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录音。其次，学生将能够反思他们的“活生生的科学故事”，并通过网络界面将它们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教师，这将帮助教师诊断和纠正他们的误解，使课堂上的科学教学更相关和有意义。这项工作可以为社会带来持久的好处，不仅在支持儿童参与和对STEM主题的兴趣方面，而且在他们发展的关键时期练习听、读和写。将设计一个基于服务器的系统，该系统集成了(1)一个供儿童录音的智能手表界面，(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)一个以策划板形式的基于网络的教学支持界面，该界面将学生编辑的科学故事汇集在一起供教师使用。该项目将采用迭代设计方法来开发实时故事界面并测试其可用性。一项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，该小学的学生中有很大一部分来自STEM领域代表性不足的人群。同样的科学课程将在一个平衡的实验设计中使用或不使用生活科学叙事技术来教授。测试前/测试后的测验、访谈、自我报告问卷和基于视频的分析将被用来评估真实故事方法是否以及如何增强学生对科学概念的理解和他们学习科学的动机，以及教师的教学策略。这个项目将促进我们对儿童关于他们日常具体化经验的叙事思维方式如何被用来支撑他们对从正式教学中获得的科学概念的理解的理解。该研究还将为基于学生个人经验的基础科学教学新教学策略的设计提供知识，并为可穿戴设备的设计提供指导和技术框架，以支持科学学习。

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.