ABSTRACT

Two cases of context-sensitive mobile computing curricula for children are shown to develop analytical understandings of how science-related sense-making talk can be supported through physical and digital environment interaction, which supports play and learning through movement. Our work investigates how proximity-based computing mediates children’s engagement in scientific sense-making conversations in a botanical garden. We draw upon sociocultural perspectives on sense-making talk as well as learning on-the-move to inform our study design. Data are from children in summer camp, including field notes, photographs, and video records (26 children in Case A, 24 in Case B) in an Arboretum. Our findings illustrate that children engaged in both playful and scientific sense-making talk in two distinct curricular tasks. We provide insights into science sense-making talk patterns and pedagogical practices of integrating learning on-the-move strategies into informal education with design principles related to augmenting gardens with digital content. Our results suggest that learning on-the-move strategies influence sense-making talk and that embodied interactions within the gardens support science sense-making and role-play. We posit that designs for learner-centered mobile computing can create digital-physical hybrid spaces where learners engage each other and natural objects as they walk through community spaces.

摘要

展示了两种针对儿童的上下文相关的移动计算课程，它们通过分析理解了如何通过物理和数字环境交互来支持与科学相关的感性谈话，从而通过运动支持游戏和学习。我们的工作调查了基于邻近度的计算如何在植物园中调节儿童参与科学意义上的对话的能力。我们利用关于感性谈话的社会文化观点以及在移动中学习的知识来为我们的学习设计提供信息。数据来自夏令营的儿童，包括田野笔记，照片和视频记录（案例A中的26名儿童，案例B中的24名儿童）。我们的研究结果表明，孩子们在两个截然不同的课程任务中既进行娱乐性学习又进行科学意义上的谈话。我们提供有关科学意义上的谈话模式和将实际学习策略整合到非正式教育中的教学实践的见解，其设计原则与通过数字内容增添花园有关。我们的研究结果表明，学习动态策略会影响感官交谈，而花园中的互动体现了科学感官和角色扮演。我们认为，以学习者为中心的移动计算设计可以创建数字物理混合空间，学习者在穿过社区空间时会彼此互动并与自然对象互动。我们的研究结果表明，学习动态策略会影响感官交谈，而花园中的互动体现了科学感官和角色扮演。我们认为，以学习者为中心的移动计算设计可以创建数字物理混合空间，学习者在穿过社区空间时会彼此互动并与自然对象互动。我们的研究结果表明，学习动态策略会影响感官交谈，而花园中的互动体现了科学感官和角色扮演。我们认为，以学习者为中心的移动计算设计可以创建数字物理混合空间，学习者在穿过社区空间时会彼此互动并与自然对象互动。