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各地。这项研究旨在将学生在科学课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，鼓励学生批判性地思考科学如何通过使用智能手表在他们的日常生活体验中存在和适用。该方法包括三个主要部分。首先，学生将使用智能手表来记录与日常生活中的科学主题相关的语音观察。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。这项工作可能会对社会产生持久的好处，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进行听力，阅读和写作的实践方面。将设计一个基于服务器的系统，该系统集成（1）智能手表界面，供儿童音频记录科学故事，（2）基于网络的讲故事界面，以允许他们转录和编辑他们的音频故事片段，以及（3）以策展板形式的基于网络的教学支持界面，该策展板将学生编辑的科学故事汇集在一起以供教师使用。该项目将采用迭代设计方法来开发lived-stories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班进行，涉及两个科学主题，其中来自STEM领域的学生比例很高。同样的科学课程将在平衡实验设计中使用和不使用现场科学叙事技术。前/后测试测验，访谈，自我报告问卷和基于视频的分析将被用来评估是否以及如何现场故事的方法不仅可以提高学生的理解科学概念和他们的动机，学习科学，但也教师的教学策略。这个项目将推进我们的理解，如何儿童的叙事方式思考他们的日常体现的经验可能会被用来支架从正式的指令获得的科学概念的理解。该研究还将为基础科学教学提供新的教学策略设计方面的知识，这些策略以学生的个人经验为基础，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.