Lines We Trace: Comparing Data Displays to Support Youth Sailing

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This submission to the special interactive session aims to develop testable design conjectures for a design-based research project involving a youth sailing camp. Youth sailing involves intensely immersive embodied experiences in boats, but also reflection on broader principles and processes. Coordinating between these two levels is often difficult for youth, particularly over a short time frame in an interest-driven environment. We present two existing tools that we believe have the potential to bridge this difficult conceptual and motivational gap, but involve very different epistemological hurdles. Using both existing footage of the tools in action and interactive reworking, we hope to collaborate with other participants to further specify the affordances and constraints of these tools, and potentially more effectively hybridize them toward our curricular goals.

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Vygotsky's work on the development of scientific concepts in childhood, as set forth in Thought and Language, is placed against the backdrop of his life. His ideas on the interrelationship between spontaneous everyday concepts and nonspontaneous scientific concepts, the interdependence of thought and language, and the relationship between school instruction and mental development are outlined and illustrated through examples. Differences between the theoretical positions of Vygotsky and Piaget are explored and recent work that extends and applies a Vygotskian sociocultural perspective to educational issues is summarized. Implications of this perspective for research and practice are discussed. © 1996 John Wiley & Sons, Inc.
Advancements in handheld computing, particularly its portability, social interactivity, context sensitivity, connectivity, and individuality, open new opportunities for immersive learning environments. This article articulates the pedagogical potential of augmented reality simulations in environmental engineering education by immersing students in the roles of scientists conducting investigations. This design experiment examined if augmented reality simulation games can be used to help students understand science as a social practice, whereby inquiry is a process of balancing and managing resources, combining multiple data sources, and forming and revising hypotheses in situ. We provide 4 case studies of secondary environmental science students participating in the program. Positioning students in virtual investigations made apparent their beliefs about science and confronted simplistic beliefs about the nature of science. Playing the game in "real" space also triggered students' preexisting knowledge, suggesting that a powerful potential of augmented reality simulation games can be in their ability to connect academic content and practices with students' physical, lived worlds. The game structure provided students a narrative to think with, although students differed in their ability to create a coherent narrative of events. We argue that Environmental Detectives is I model for helping students understand the socially situated nature of scientific practice.
A perspective about science education is developed which has implications for the design of interactive learning technologies. Current philosophical work concerning the interpretative nature of scientific inquiry is reviewed as a context for discussing the situation of the child in developing scientific understanding. This view of learning ernphasizes the relationships among informal understanding, conceptual change, and enculturation into modes of scientific discourse. A prototype software system for supporting scientific inquiry processes in students is described.
Science Through Technology Enhanced Play: Designing to Support Reflection Through Play and Embodiment
  • J A Danish
Danish, J.A. et al. (2015). Science Through Technology Enhanced Play: Designing to Support Reflection Through Play and Embodiment. In S. Ludvigsen & O. Lindwall (Eds.), Proceedings of the 11th International Conference on Computer Supported Collaborative Learning. Gothenburg, Sweden: International Society of the Learning Science.
Learning technologies and the body: Integration and implementation in formal and informal learning environments (pp. 39e54)
  • R Lindgren
Lindgren, R. (2015). Getting into the cue: Embracing technology-facilitated body movements as a starting point for learning. In V. R. Lee (Ed.), Learning technologies and the body: Integration and implementation in formal and informal learning environments (pp. 39e54). New York, NY: Rutledge.
Learning to attend and observe: Parent-child meaning making in the natural world (Doctoral dissertation
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Marin, A. M. (2013). Learning to attend and observe: Parent-child meaning making in the natural world (Doctoral dissertation, Northwestern University).
Thought and language (A. Kozulin
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Vygotsky, L. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: Harvard University Press.
Designing outdoor learning spaces with iBeacons
  • H T Zimmerman
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  • R W Ashely
  • C Millet
Zimmerman, H. T., Land, S. M., Maggiore, C., Ashely, R. W. & Millet, C. (2016). Designing outdoor learning spaces with iBeacons: Proceedings of the Twelfth International Conference for the Learning Sciences.