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dc.contributor.authorEnyedy, Noel
dc.contributor.authorDanish, Joshua
dc.contributor.authorDelacruz, Girlie
dc.contributor.authorKumar, Melissa
dc.contributor.authorGentile, Sylvia
dc.date.accessioned2020-01-08T21:06:03Z
dc.date.accessioned2020-01-09T02:14:38Z-
dc.date.available2020-01-08T21:06:03Z
dc.date.available2020-01-09T02:14:38Z-
dc.date.issued2011-06
dc.identifier.citationEnyedy, N., Danish, J., Delacruz, G., Kumar, M., & Gentile, S. (2011). Play and Augmented Reality in Learning Physics: The SPASES Project. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Volume I — Long Papers (pp. 216-223). Hong Kong, China: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2011.216
dc.identifier.urihttps://repository.isls.org//handle/1/2450-
dc.description.abstractThe Semiotic Pivots and Activity Spaces for Elementary Science (SPASES) Project was implemented as a proof of concept. Our goal was to demonstrate that with the right set of technological supports, young children can start their learning trajectory in science off on the right foot by engaging in rich scientific investigations into complex science topics. The SPASES curriculum was successfully implemented in two multi-age classrooms of 43 students aged 6-8 years at a progressive elementary school in Los Angeles, CA. Pre/Post-test results show that these 6-8 year old students were able to develop a conceptual understanding of force, net force, friction and two-dimensional motion after participating in the SPASES curriculum which leveraged their prior experiences and ability to engage in embodied play as a form of scientific modeling.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titlePlay and Augmented Reality in Learning Physics: The SPASES Projecten_US
dc.typeLong Papersen_US
Appears in Collections:CSCL 2011

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