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Supporting Young Children's Science Learning Through Embodied Learning Within Mixed Reality Environment
Supporting Young Children's Science Learning Through Embodied Learning Within Mixed Reality Environment
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152128
- ISBN
- 9798383623947
- DDC
- 371
- 저자명
- Tu, Xintian.
- 서명/저자
- Supporting Young Childrens Science Learning Through Embodied Learning Within Mixed Reality Environment
- 발행사항
- [Sl] : Indiana University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 206 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
- 주기사항
- Advisor: Danish, Joshua.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2024.
- 초록/해제
- 요약This dissertation investigates how embodied learning within a Mixed Reality (MR) environment supports young children's science learning, focusing on a honeybee system. To do so, I designed three types of activities within an MR environment to enable young children to assume different perspectives as they create embodied models of honeybees as pollinators. The participants were 16 first- and second-grade students (5-7 years of age) from a private school in a midwestern city in the United States. To capture students' learning, I have designed two instruments: a multiple-choice test and an embodied interview protocol. I have applied interaction analysis to classroom videos to explore how the design of mediators within the MR environment supports students' collective play and orients students toward more normative science modeling practices. In addition, I have applied content analysis on students' embodied interview to explore how perspective-taking in an MR environment and assessment help students to illustrate the complex system. The results reveal design of different types of play activities in the MR environment provides a pivot for students to engage in science modeling practice, and the two roles that students played through the technology offered them different perspectives from which to explore and examine their pollination model.
- 일반주제명
- Educational technology
- 일반주제명
- Educational psychology
- 일반주제명
- Science education
- 키워드
- Mixed Reality
- 키워드
- Play activities
- 기타저자
- Indiana University School of Education
- 기본자료저록
- Dissertations Abstracts International. 86-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr#unu||||||||
■020 ▼a9798383623947
■035 ▼a(MiAaPQ)AAI31482994
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aTu, Xintian.▼0(orcid)0000-0002-4607-1918
■24510▼aSupporting Young Children's Science Learning Through Embodied Learning Within Mixed Reality Environment
■260 ▼a[Sl]▼bIndiana University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a206 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-02, Section: A.
■500 ▼aAdvisor: Danish, Joshua.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2024.
■520 ▼aThis dissertation investigates how embodied learning within a Mixed Reality (MR) environment supports young children's science learning, focusing on a honeybee system. To do so, I designed three types of activities within an MR environment to enable young children to assume different perspectives as they create embodied models of honeybees as pollinators. The participants were 16 first- and second-grade students (5-7 years of age) from a private school in a midwestern city in the United States. To capture students' learning, I have designed two instruments: a multiple-choice test and an embodied interview protocol. I have applied interaction analysis to classroom videos to explore how the design of mediators within the MR environment supports students' collective play and orients students toward more normative science modeling practices. In addition, I have applied content analysis on students' embodied interview to explore how perspective-taking in an MR environment and assessment help students to illustrate the complex system. The results reveal design of different types of play activities in the MR environment provides a pivot for students to engage in science modeling practice, and the two roles that students played through the technology offered them different perspectives from which to explore and examine their pollination model.
■590 ▼aSchool code: 0093.
■650 4▼aEducational technology
■650 4▼aEducational psychology
■650 4▼aEarly childhood education
■650 4▼aScience education
■653 ▼aInteraction analysis
■653 ▼aMixed Reality
■653 ▼aPlay activities
■653 ▼aScience modeling practice
■690 ▼a0710
■690 ▼a0525
■690 ▼a0518
■690 ▼a0714
■71020▼aIndiana University▼bSchool of Education.
■7730 ▼tDissertations Abstracts International▼g86-02A.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163047▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
