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|Title:||Comparing First- and Third-Person Perspectives in Early Elementary Learning of Honeybee Systems|
|Authors:||Peppler, Kylie A|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Peppler, K. A., Thompson, N., Danish, J., Moczek, A., & Corrigan, S. (2018). Comparing First- and Third-Person Perspectives in Early Elementary Learning of Honeybee Systems. 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 1. London, UK: International Society of the Learning Sciences.|
|Abstract:||While prior literature has demonstrated that even young children can learn about complex systems using participatory simulations, this study disentangles the impacts of third-person perspectives (offered by traditional simulations) and first-person perspectives (offered by participatory simulations) on children’s development of systems thinking and biology learning. Through the lens of honeybee nectar collection, we worked with three first-grade classrooms assigned to one of three conditions -- instruction through use of a first-person perspective only, third-person perspective only, and integrated instruction -- to engage ideas of complex systems thinking. In each condition, systems concepts were targeted through instruction and assessment. The combined and third-person classrooms demonstrated significant gains while the first-person classroom showed gains that were not statistically significant, suggesting that third-person perspectives play a critical role in how children learn systems thinking. This work also puts forth a novel assessment design for young children using multiple-choice questions.|
|Appears in Collections:||ICLS 2018|
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