Please use this identifier to cite or link to this item:
|Title:||The Structures of Embodied Play Activities and Their Impact on Students’ Exploration of the Particulate Nature of Matter|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Davis, B., Tu, X., Danish, J., & Enyedy, N. (2018). The Structures of Embodied Play Activities and Their Impact on Students’ Exploration of the Particulate Nature of Matter. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.|
|Abstract:||This study investigates how activity structures influence how students represent their understanding of complex science concepts. Twenty-four second grade students were quasi-randomly assigned to either a modeling-play or game-play condition. In both conditions, students took on the role of embodying particles within a mixed-reality simulation to explore particulate nature of matter. Results showed that game-play influenced prompts and explanations to be more activity oriented, while modeling-play led conversations to encompass more conceptual nuances.|
|Appears in Collections:||ICLS 2018|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.