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|Title:||Science Through Technology Enhanced Play: Designing to Support Reflection Through Play and Embodiment|
|Authors:||Danish, Joshua A.|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Danish, J. A., Enyedy, N., Saleh, A., Lee, C., & Andrade, A. (2015). Science Through Technology Enhanced Play: Designing to Support Reflection Through Play and Embodiment In Lindwall, O., Häkkinen, P., Koschmann, T. Tchounikine, P. Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 1. Gothenburg, Sweden: The International Society of the Learning Sciences.|
|Abstract:||We describe the design of the Science through Technology Enhanced Play (STEP) project. In STEP, we explore the potential for dramatic play, a form of activity that is familiar to early elementary students, in promoting meaningful reflection about scientific content. We report on the first round of design experiments conducted with 18 second-grade students who explored states of matter within the STEP environment. Pre-post analyses indicate that the majority of students learned the content and demonstrate how the design promotes distinct forms of reflection. In particular, it appears that students attended to the projected simulation at key moments in play and then reflected on the underlying rules of the content.|
|Appears in Collections:||CSCL 2015|
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