Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/425
Title: Science Through Technology Enhanced Play: Designing to Support Reflection Through Play and Embodiment
Authors: Danish, Joshua A.
Enyedy, Noel
Saleh, Asmalina
Lee, Christine
Andrade, Alejandro
Issue Date: Jul-2015
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., Ha╠łkkinen, 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.
URI: https://repository.isls.org/handle/1/425
https://doi.dx.org/10.22318/cscl2015.313
Appears in Collections:CSCL 2015

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