Embodied STEM Learning Across Technology- Based Learning Environments

该项目进行跨学科研究，以促进对体现学习的理解，因为它适用于当前一系列基于技术的学习环境(例如，桌面模拟、交互式白板和3D交互环境)中的STEM主题。该项目建立在广泛研究的基础上，包括关于具身学习和统计学习的绩效指标先前的工作。PI将体验学习描述为使学习者的神经肌肉系统参与他们与周围世界在视觉、听觉和运动上的互动，以构建新的知识结构。统计学习被描述为学习哪些刺激序列与一组规则一致的能力，通常是在没有意图的情况下。统计学习的一个例子是模式识别，它是掌握包括物理和数学在内的许多STEM学科中复杂主题的核心。该项目有两个核心研究问题：学生的知识获得如何受到体验式学习程度的影响，以及不同技术学习环境的负担在多大程度上限制或支持STEM主题的体验式学习？为了研究这些问题，PI正在使用两个物理课题在五个阶段进行三个系列的实验。前四个阶段是发展阶段，最后阶段在亚利桑那州和纽约的学校(总共15个地点，10个以上的公立学校，至少一个头衔I学校)实施和评估两个模块(20多名教师，700多名K-12学生)。本项目的目的是将这两个研究轨迹结合起来，产生两个关键结果：1)关于体现和统计学习的基础研究，可用于创造强大的STEM学习体验；2)实现示范模型和原则，以帮助课程和技术设计者创建学习情景，考虑到给定学习环境提供的体现水平。

This project conducts interdisciplinary research to advance understanding of embodied learning as it applies to STEM topics across a range of current technology-based learning environments (e.g., desktop simulations, interactive whiteboards, and 3D interactive environments). The project builds on extensive research, including prior work of the PIs, regarding both embodied learning and statistical learning. The PIs describe embodied learning as engaging the neuromuscular systems of learners as they interact with the world around them visually, aurally, and kinesthetically in order to construct new knowledge structures. Statistical learning is described as the ability to learn, often without intent, which sequences of stimuli are consistent with a set of rules. An example of statistical learning is pattern recognition, which is central to mastery of complex topics in many STEM disciplines including physics and mathematics.The project has two central research questions: How are student knowledge gains impacted by the degree of embodied learning and to what extent do the affordances of different technology-based learning environments constrain or support embodied learning for STEM topics? To investigate these questions, the PIs are conducting three series of experiments in five phases using two physics topics. The first four phases are developmental and the final phase implements and assesses the two modules in schools (20 plus teachers, 700 plus K-12 students) in Arizona and New York (15 total sites, 10 plus public schools, minimum one Title I school).The aim of this project is to meld these two research trajectories to yield two key outcomes: 1) basic research regarding embodiment and statistical learning that can be applied to create powerful STEM learning experiences, and 2) the realization of exemplary models and principles to aid curriculum and technology designers in creating learning scenarios that take into account the level of embodiment that a given learning environment affords.