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|Title:||Examining How Scientific Modeling Emerges Through Collective Embodied Play|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Tu, X., Danish, J., Georgen, C., Humburg, M., Davis, B., & Enyedy, N. (2019). Examining How Scientific Modeling Emerges Through Collective Embodied Play. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 676-679). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||Previous studies demonstrated that embodied play in a mixed-reality environment can be an entry point for young children to learn about scientific modeling. However, it's still unclear how specific features of play orient students towards scientific modeling and thus science learning. We investigate how the organization of an activity where students pretend to be bees to learn about how bees pollinate might direct their attention either to treating these activities as play or to exploring the underlying rules about how bees behave in the real world in a manner more akin to modeling. We describe three activities where students appear to have engaged in different kinds of play and explore how their actions and teachers' orientation produced either playful rules or scientific accounts. The implications of this work will support teachers and researchers in organizing embodied play activities that help students engage with scientific concepts.|
|Appears in Collections:||CSCL 2019|
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