EAGER: MAKER: The origins of making: A Data Science Approach to Investigating Cognitive and Affective Basis of Learning through Constructing

EAGER:MAKER:制作的起源:通过构建研究学习的认知和情感基础的数据科学方法

基本信息

  • 批准号:
    1623486
  • 负责人:
  • 金额:
    $ 29.78万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2016
  • 资助国家:
    美国
  • 起止时间:
    2016-06-15 至 2019-05-31
  • 项目状态:
    已结题

项目摘要

The proposed work assesses the efficacy of making among young children to determine the efficacy of Making: does it elicit enjoyment? Is that enjoyment related to meaningful learning? Teachers and developmental psychologists have advocated the importance of children's play in learning, but only relatively recently have scientists pointed to ways in which the active exploration of very young children supports learning. Like causal interventions informal science, in the course of play children spontaneously de-confound variables, explore unexpected outcomes, and take actions that reflect hypothesis testing.The work leverages the core assumptions of Making -- children's play -- through the development of a "Mobile Maker Center" (MMC) that can be brought to local science museums, parks, zoos, or libraries to study children's interactions with STEM related toys. The work uses a novel approach to data gathering in the maker space, Databrary, to capture student engagement. MMC's are designed to facilitate developmentally appropriate themes for exploration, such as toys with levers and buttons (which teaches children about causality and hypothesis testing), a gear toy with removable parts (which teaches children about motor design and engineering explanations), and balance blocks (which teach children about the role of mass and length in scales and prediction).
拟议中的工作评估幼儿制作的功效,以确定制作的功效:它是否引起享受?这种享受与有意义的学习有关吗?教师和发展心理学家一直提倡儿童游戏在学习中的重要性,但直到最近,科学家才指出幼儿的积极探索有助于学习的方式。就像因果干预非正式科学一样,在游戏过程中,孩子们自发地去混淆变量,探索意想不到的结果,并采取反映假设检验的行动。这项工作利用了“制造”的核心假设--儿童的游戏--通过开发一个“移动的制造中心”(MMC),可以带到当地的科学博物馆、公园、动物园,或图书馆来研究儿童与STEM相关玩具的互动。这项工作使用了一种新的方法来收集数据,在制造商的空间,数据库,以捕捉学生的参与。MMC的设计是为了促进适合儿童发展的探索主题,例如带杠杆和按钮的玩具(教儿童因果关系和假设检验),带可拆卸部件的齿轮玩具(教儿童电机设计和工程解释),以及平衡块(教儿童质量和长度在尺度和预测中的作用)。

项目成果

期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)

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Elizabeth Bonawitz其他文献

Efficient Partial Simulation Quantitatively Explains Deviations from Optimal Physical Predictions
高效的部分模拟定量地解释了与最佳物理预测的偏差
  • DOI:
  • 发表时间:
    2021
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Ilona Bass;Kevin Smith;Elizabeth Bonawitz;T. Ullman
  • 通讯作者:
    T. Ullman
Expectation-[in]congruence differentially impacts recall and recognition of object features
  • DOI:
    10.3758/s13421-025-01740-x
  • 发表时间:
    2025-06-10
  • 期刊:
  • 影响因子:
    2.100
  • 作者:
    Kimele Persaud;Carla Macias;Elizabeth Bonawitz
  • 通讯作者:
    Elizabeth Bonawitz
Intuitive Judgments of “Overreaction” and Their Relationship to Compliance with Public Health Measures
  • DOI:
    10.1016/j.jarmac.2021.11.001
  • 发表时间:
    2021-12-01
  • 期刊:
  • 影响因子:
  • 作者:
    Jonathan F. Kominsky;Daniel Reardon;Elizabeth Bonawitz
  • 通讯作者:
    Elizabeth Bonawitz

Elizabeth Bonawitz的其他文献

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{{ truncateString('Elizabeth Bonawitz', 18)}}的其他基金

Cognitive Mechanisms of Guided Instruction in the Early Elementary Years
小学早期引导教学的认知机制
  • 批准号:
    2301180
  • 财政年份:
    2023
  • 资助金额:
    $ 29.78万
  • 项目类别:
    Continuing Grant
EAGER: Talk of the Town App for Research
EAGER:城市话题研究应用程序
  • 批准号:
    2121842
  • 财政年份:
    2022
  • 资助金额:
    $ 29.78万
  • 项目类别:
    Standard Grant
Choosing to learn: Investigating the factors that drive preschoolers' exploration
选择学习:调查推动学龄前儿童探索的因素
  • 批准号:
    1627971
  • 财政年份:
    2016
  • 资助金额:
    $ 29.78万
  • 项目类别:
    Standard Grant

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