Semiotic Pivots and Activity Spaces for Elementary Science

该项目采用传感技术，帮助学生将游戏中的身体动作转化为物理模拟中的一组符号（计算机）表示，并让孩子们参与到一种适合发展的、强大的科学建模形式中。这些学生是加州大学洛杉矶分校小学K-1年级的学生，干预是基于现有的力和运动的内容单元。该项目创建了以下产品。软件基于现有的传感技术，显示儿童的行动，因为他们描述，讨论和模拟运动的力量和运动单元。2. 一个为期4周的课程模块与教师的指导，以补充力和运动单元。研究非常小的孩子如何使用这些工具来提高他们对力和运动的理解，以及他们如何发展更成熟的科学建模和测量方法。

This project employs sensing technologies to help transform students' physical actions during play into a set of symbolic (computer) representations in a physics simulation and to engage the children in a developmentally appropriate and powerful form of scientific modeling. The students are in grades K-1 at UCLA's elementary school, and the intervention is based on the existing content unit on Force and Motion. The project creates the following products.1. Software based on existing sensing technologies to display children's actions as they describe, discuss and simulate motions in the Force and Motion unit. 2. A 4-week curriculum module with a teacher's guide to supplement the Force and Motion unit.3. Research conducted on how very young children can use these tools to advance their understanding of force and motion, and how they develop more mature ways of scientific modeling and measurement.