An investigation into the relations between imaginary situations and scientific abstractions in preschool digital play

学前数字游戏中想象情景与科学抽象之间关系的调查

• 批准号: DP140101131
• 负责人: Em/Prof Marilyn Fleer
• 金额: $ 20.27万
• 依托单位: Monash University
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2014
• 资助国家: 澳大利亚
• 起止时间: 2014-03-11 至 2017-12-21
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP140101131
• 关键词: investigation; into; relations; between; imaginary

Imaginative play is the leading activity of preschoolers. But imagination is also important in scientific work, for example in the work of Niels Bohr and Barbara McClintock. Aided through digital tablet technology to create animations of scientific learning, this study examines how imaginative play helps children to imagine scientific explanations not visibly supported in real life, such as the Earth circling the Sun, or science concepts not directly observable, such as, how sugar dissolves faster in hot water. Studying imagination in play and imagination in science will contribute to new understandings about the nature of science teaching in preschools.

想象力游戏是学龄前儿童的主导活动。但想象力在科学工作中也很重要，例如在尼尔斯·玻尔和芭芭拉·麦克林托克的工作中。这项研究通过数字平板电脑技术来创建科学学习的动画，研究了富有想象力的游戏如何帮助儿童想象现实生活中看不到的科学解释，比如地球绕太阳转，或者无法直接观察到的科学概念，比如糖如何在热水中更快地溶解。在游戏中研究想象力，在科学中研究想象力，有助于重新认识幼儿科学教学的本质。