期刊
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING
卷 7, 期 3, 页码 347-378出版社
SPRINGER
DOI: 10.1007/s11412-012-9150-3
关键词
Science education; Augmented reality; Embodied cognition
The Learning Physics through Play Project (LPP) engaged 6-8 year old students (n = 43) in a series of scientific investigations of Newtonian force and motion including a series of augmented reality activities. We outline the two design principles behind the LPP curriculum: 1) the use of socio-dramatic, embodied play in the form of participatory modeling to support inquiry; and 2) progressive symbolization within rich semiotic ecologies to help students construct meaning. We then present pre- and post-test results to show that young students were able to develop a conceptual understanding of force, net force, friction and two-dimensional motion after participating in the LPP curriculum. Finally, we present two case studies that illustrate the design principles in action. Taken together the cases show some of the strengths and challenges associated with using augmented reality, embodied play, and a student invented semiotic ecology for scientific inquiry.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据