共查询到20条相似文献，搜索用时 62 毫秒
1.
增强现实教育游戏的应用 总被引：2，自引：0，他引：2
增强现实教育游戏,能够使学习者感受到高度虚实结合、实时的交互和沉浸感。业已研发的增强现实教育游戏大致可分为两类:基于场所的增强现实教育游戏与基于视觉的增强现实教育游戏。多个应用案例表明,增强现实教育游戏具有提供情境、支持协作、促进自主学习等作用。进一步地研究需要进行更多的增强现实教育游戏实例的开发,并且探索增强现实教育游戏的创新应用。 相似文献
2.
The “Treasures in the Sea: Use and Abuse” unit that deals with authentic socioscientific issues related to the Mediterranean
was developed as part of a national effort to increase scientific literacy. The unit aimed to enhance active participation
of the learners and encourage higher order thinking in class by applying teaching methods that reduce the unfamiliarity felt
by students. This was expected through an explicit use of a variety of teaching and assessment-for-learning methods, suitable
for Science for All students. Our main goal was to examine the culture of Science for All classes in which the unit was enacted.
In order to address the main learning objectives, we monitored students’ performances in tasks that required the higher order
thinking skills of argumentation and value judgment, which are central constituents of decision-making processes. We show
that while socioscientific issues were discussed in whole class and small group sessions, and students’ argumentation improved,
there is still a long way to go in applying a thinking culture in non-science major classes. We suggest that science teachers
should shift from traditional content-based and value-free approach, to a sociocultural approach that views science as a community
practice and the students as active participants in decision-making processes. 相似文献
3.
Chung-Yuan Hsu Chin-Chung Tsai Jyh-Chong Liang 《Journal of Science Education and Technology》2011,20(5):482-493
Educational researchers have suggested that computer games have a profound influence on students’ motivation, knowledge construction,
and learning performance, but little empirical research has targeted preschoolers. Thus, the purpose of the present study
was to investigate the effects of implementing a computer game that integrates the prediction-observation-explanation (POE)
strategy (White and Gunstone in Probing understanding. Routledge, New York, 1992) on facilitating preschoolers’ acquisition of scientific concepts regarding light and shadow. The children’s alternative
conceptions were explored as well. Fifty participants were randomly assigned into either an experimental group that played
a computer game integrating the POE model or a control group that played a non-POE computer game. By assessing the students’
conceptual understanding through interviews, this study revealed that the students in the experimental group significantly
outperformed their counterparts in the concepts regarding “shadow formation in daylight” and “shadow orientation.” However,
children in both groups, after playing the games, still expressed some alternative conceptions such as “Shadows always appear
behind a person” and “Shadows should be on the same side as the sun.” 相似文献
4.
Advancements in handheld computing, particularly its portability, social interactivity, context sensitivity, connectivity, and individuality, open new opportunities for immersive learning environments. This article articulates the pedagogical potential of augmented reality simulations in environmental engineering education by immersing students in the roles of scientists conducting investigations. This design experiment examined if augmented reality simulation games can be used to help students understand science as a social practice, whereby inquiry is a process of balancing and managing resources, combining multiple data sources, and forming and revising hypotheses in situ. We provide 4 case studies of secondary environmental science students participating in the program. Positioning students in virtual investigations made apparent their beliefs about science and confronted simplistic beliefs about the nature of science. Playing the game in “real” space also triggered students' preexisting knowledge, suggesting that a powerful potential of augmented reality simulation games can be in their ability to connect academic content and practices with students' physical, lived worlds. The game structure provided students a narrative to think with, although students differed in their ability to create a coherent narrative of events. We argue that Environmental Detectives is 1 model for helping students understand the socially situated nature of scientific practice. 相似文献
5.
Simulated Sustainable Societies: Students’ Reflections on Creating Future Cities in Computer Games 总被引：1，自引：1，他引：0
The empirical study, in this article, involved 42 students (ages 14–15), who used the urban simulation computer game SimCity
4 to create models of sustainable future cities. The aim was to explore in what ways the simulated “real” worlds provided
by this game could be a potential facilitator for science learning contexts. The topic investigated is in what way interactions
in this gaming environment, and reflections about these interactions, can form a context where the students deal with real
world problems, and where they can contextualise and apply their scientific knowledge. Focus group interviews and video recordings
were used to gather data on students’ reflections on their cities, and on sustainable development. The findings indicate that
SimCity 4 actually contributes to creating meaningful educational situations in science classrooms, and that computer games
can constitute an important artefact that may facilitate contextualisation and make students’ use of science concepts and
theories more explicit. 相似文献
6.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献
7.
Alejandro J. Gallard Mart��nez 《Cultural Studies of Science Education》2011,6(3):719-723
This forum considers argumentation as a means of science teaching in South African schools, through the integration of indigenous
knowledge (IK). It addresses issues raised in Mariana G. Hewson and Meshach B. Ogunniyi’s paper entitled: Argumentation-teaching
as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges. As well as Peter Easton’s:
Hawks and baby chickens: cultivating the sources of indigenous science education; and, Femi S. Otulaja, Ann Cameron and Audrey
Msimanga’s: Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms. The
first topic addressed is that implementation of argumentation in the science classroom becomes a complex endeavor when the
tensions between students’ IK, the educational infrastructure (allowance for teacher professional development, etc.) and local
belief systems are made explicit. Secondly, western styles of debate become mitigating factors because they do not always
adequately translate to South African culture. For example, in many instances it is more culturally acceptable in South Africa
to build consensus than to be confrontational. Thirdly, the tension between what is “authentic science” and what is not becomes
an influencing factor when a tension is created between IK and western science. Finally, I argue that the thrust of argumentation
is to set students up as “scientist-students” who will be considered through a deficit model by judging their habitus and
cultural capital. Explicitly, a “scientist-student” is a student who has “learned,” modeled and thoroughly assimilated the
habits of western scientists, evidently—and who will be judged by and held accountable for their demonstration of explicit
related behaviors in the science classroom. I propose that science teaching, to include argumentation, should consist of “listening
carefully” (radical listening) to students and valuing their language, culture, and learning as a model for
“science for all”. 相似文献
8.
Professor Wolff-Michael Roth Campbell J. McRobbie Keith B. Lucas 《Research in Science Education》1998,28(1):107-118
We analyse and explore, in the form of dialogues and metalogues questions about the dialogic nature of beliefs and students
belief talk about the nature of science and scientific knowledge. Following recent advances in discursive psychology, this
study focuses not on students' claims but on the discursive resources and dialogical practices that support the particular
claims they make. We argue that students' discourse is better understood as a textual bricolage that is sensitive to conversational
context, common sense, interpretive repertoires, and textual resources available in the conversational situation. Our text
is reflexive as it embodies the discursive construction of knowledge and undercuts any claims to authoritative knowledge.
The very conception of “belief” is itself an expression or construction from within the mundane idiom.... We learn to use
“belief” in conditions when the “objective facts” are unknown or problematic and we want to indicate the tenuous character
of our claim.... The notion of “real world” or “objective reality” is embedded in an extensive, pervasive language game which
includes as an intelligible move or possibility the use of the very concept of “belief” itself. (Pollner, 1987, p. 21) 相似文献
9.
Scientific Habits of Mind in Virtual Worlds 总被引：8，自引：6，他引：2
In today’s increasingly “flat” world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job
at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke
may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science
labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular,
we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer
online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in “social knowledge construction” rather than social banter.
Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an
evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument. 相似文献
10.
How might we balance assistance and penalties to intelligent tutors and educational games that increase learning and interest? We created two versions of an educational game for learning policy argumentation called Policy World. The game (only) version provided minimal feedback and penalized students for errors whereas the game+tutor version provided additional step-level teaching feedback and immediate error correction. A total of 105 university students played either the game or game+tutor version of Policy World in a randomized, controlled, two-group, between-subjects experiment, during which we measured students’ problem-solving abilities, interest in the game, self-reported competence, and pre- and posttest performance. The game+tutor version increased learning of policy analysis skills and self-reported competence. A path analysis supported the claim that greater assistance helped students to learn analysis better, which increased their feelings of competence, which increased their interest in the game. Log data of student behavior showed that debate performance improved only for students who had sufficiently mastered analysis. This study shows that we can design interesting and effective games to teach policy argumentation and how increasing tutoring and reducing penalties in educational games can increase learning without sacrificing interest. 相似文献
11.
Shirley Walters Linda Cooper 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,9(1):27-38
CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation.
This impact registered globally and locally, in both the political North and South, drawing new lines of inequality between
“core” and “periphery”, between insiders and outsiders of contemporary society. Financial turmoil in the world has exacerbated
levels of poverty and insecurity. The question is how work-related education and conceptions of learning might promote greater
inclusion and security for those whose livelihoods are most severely affected by globalisation. The Belém Framework for Action
implicitly recognises that lifelong learning and work cannot be discussed outside broader socio-economic and political contexts.
The authors of this article draw substantially on research from around the world and argue for the re-insertion of “politics
and power” into both the theory and practice of “lifelong learning” and “work”. 相似文献
12.
A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model
that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’
laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven
educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory
research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions
centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry
present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.” 相似文献
13.
14.
This paper analyzes the debates on “interracial competition” and “racial extinction” in the biological discourse on human
evolution during the second half of the nineteenth century. Our intention is to discuss the ideological function of these
biological concepts as tools for the naturalization and scientific legitimation of racial hierarchies during that period.
We argue that the examination of these scientific discussions about race from a historical perspective can play the role of
a critical platform for students and teachers to think about the role of science in current othering processes, such as those
related to biomedical technosciences. If they learn how biological ideas played an ideological function concerning interracial
relationships in the past, they can be compelled to ask which ideological functions the biological knowledge they are teaching
and learning might play now. If this is properly balanced, they can eventually both value scientific knowledge for its contributions
and have a critical appraisal of some of its implications. We propose, here, a number of initial design principles for the
construction of teaching sequences about scientific racism and science-technology-society relationships, yet to be empirically
tested by iterative cycles of implementation in basic education and teacher education classrooms. 相似文献
15.
McGinn Michelle K. Roth Wolff-Michael Boutonné Sylvie Woszczyna Carolyn 《Research in Science Education》1995,25(2):163-189
This study was designed to address two purposes. First, we wanted to test working hypotheses derived from previous studies
about the transformation of individual and collective knowledge in elementary classrooms. Second, we attempted to understand
the degree to which “ownership” was an appropriate concept to understand the process of learning in science classrooms. Over
a four-month period, we collected extensive data in a Grade 6/7 classroom studying simple machines. As in our previous studies
we found that (a) conceptual and material resources were readily shared among students, and (b) tool-related practices were
appropriated as newcomers participated with more competent others (peers and teachers) in the pursuit of student-framed goals.
We also found that for discursive change (“learning”) at the classroom level to occur, it appeared more important whether
a new language game was closely related to students' previous language games than who actually proposed the new language game
(teacher or student). Implications are drawn for the design of science curricula and classroom activities.
Both pedagogy and design are still tightly bound by rationalist, symbol-manipulating, problem-solving assumptions that hold
knowledge to be a property of individuals. Pedagogy still concentrates on the individual and individual performance, even
though most work is ultimately collaborative and highly social. (Brown & Duguid, 1992, p. 171) 相似文献
16.
Eric Klopfer Kurt Squire 《Educational technology research and development : ETR & D》2008,56(2):203-228
The form factors of handheld computers make them increasingly popular among K-12 educators. Although some compelling examples
of educational software for handhelds exist, we believe that the potential of this platform are just being discovered. This
paper reviews innovative applications for mobile computing for both education and entertainment purposes, and then proposes
a framework for approaching handheld applications we call “augmented reality educational gaming.” We then describe our development
process in creating a development platform for augmented reality games that draws from rapid prototyping, learner-centered
software, and contemporary game design methodologies. We provide a narrative case study of our development activities spread
across five case studies with classrooms, and provide a design narrative explaining this development process and articulate
an approach to designing educational software on emerging technology platforms. Pedagogical, design, and technical conclusions
and implications are discussed.
相似文献
| Eric KlopferEmail: |
17.
There is emerging interest on the interactions between modelling and argumentation in specific contexts, such as genetics learning. It has been suggested that modelling might help students understand and argue on genetics. We propose modelling gene expression as a way to learn molecular genetics and diseases with a genetic component. The study is framed in Tiberghien’s (2000) two worlds of knowledge, the world of “theories & models” and the world of “objects & events”, adding a third component, the world of representations. We seek to examine how modelling and argumentation interact and connect the three worlds of knowledge while modelling gene expression. It is a case study of 10th graders learning about diseases with a genetic component. The research questions are as follows: (1) What argumentative and modelling operations do students enact in the process of modelling gene expression? Specifically, which operations allow connecting the three worlds of knowledge? (2) What are the interactions between modelling and argumentation in modelling gene expression? To what extent do these interactions help students connect the three worlds of knowledge and modelling gene expression? The argumentative operation of using evidence helps students to relate the three worlds of knowledge, enacted in all the connections. It seems to be a relationship among the number of interactions between modelling and argumentation, the connections between world of knowledge and students’ capacity to develop a more sophisticated representation. Despite this is a case study, this approach of analysis reveals potentialities for a deeper understanding of learning genetics though scientific practices. 相似文献
18.
Yusef Waghid 《Higher Education》2006,51(3):315-328
In this article I argue that the use of practical reasoning in university classrooms is necessary to establish conditions
under which university teachers and students can move beyond the dominant “transmission mode” of education (teaching and learning).
This mode of education had been, and in many cases remains to be prevalent in several (South African) university classrooms.
I argue what it could mean for university teachers and students to reason together with one another in classroom practices.
Central to reasoning together is the idea of deliberation which provides opportunities for teachers and students to experience
“intelligent action” (Biesta 2004a) that could enhance educational problem solving in (and beyond) university classrooms. 相似文献
19.
Diane F. Halpern Keith Millis Arthur C. Graesser Heather Butler Carol Forsyth Zhiqiang Cai 《Thinking Skills and Creativity》2012,7(2):93-100
Operation ARA (Acquiring Research Acumen) is a computerized learning game that teaches critical thinking and scientific reasoning. It is a valuable learning tool that utilizes principles from the science of learning and serious computer games. Students learn the skills of scientific reasoning by engaging in interactive dialogs with avatars. They are tutored by avatars with tutoring sessions that vary depending on how well students have responded to questions about the material they are learning. Students also play a jeopardy-like game against a feisty avatar to identify flaws in research and then generate their own questions to determine the quality of different types of research. The research examples are taken from psychology, biology, and chemistry to help students transfer the thinking skills across domains of knowledge. Early results show encouraging learning gains. 相似文献
20.
Doris B. Chin Ilsa M. Dohmen Britte H. Cheng Marily A. Oppezzo Catherine C. Chase Daniel L. Schwartz 《Educational technology research and development : ETR & D》2010,58(6):649-669
One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom
studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social
metaphor of teaching a computer agent to help students learn. Students teach their agent by creating concept maps. Artificial
intelligence enables TA to use the concept maps to answer questions, thereby providing interactivity, a model of thinking,
and feedback. Elementary schoolchildren learning science with TA exhibited “added-value” learning that did not adversely affect
the “basic-value” they gained from their regular curriculum, despite trade-offs in instructional time. Moreover, TA prepared
students to learn new science content from their regular lessons, even when they were no longer using the software. 相似文献