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Title: Comparing First- and Third-Person Perspectives in Early Elementary Learning of Honeybee Systems
Authors: Peppler, Kylie A
Thompson, Naomi
Danish, Joshua
Moczek, Armin
Corrigan, Seth
Issue Date: Jul-2018
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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