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- Brooks, Eva, et al.
(författare)
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Participatory Designs for Computational Play : A Study of Children’s Play Across Traditional and Digital Domains
- 2023
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Ingår i: Human-Computer Interaction. - Cham : Springer. - 9783031355981 - 9783031355998 ; , s. 3-25
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Konferensbidrag (refereegranskat)abstract
- In this paper, we outline a perspective on participatory designs for computational play as a social and material activity, beyond an understanding of computational activities as an individual “thinking” endeavor. The overall aim of this study is to explore how a participatory design approach including traditional and digital resources trigger children’s computational play. By this, our intention is to contribute to the contemporary debate on the increased use of computational thinking related activities in early childhood education and their potentials for play and learning. Framed by a perspective considering traditional and digital resources as access points to play and learning, the empirical study involves 50 children from 2nd grade, aged 8–9 years from two different primary schools in northern Denmark. The outcomes demonstrates that computational play has the potential to reconfigure learning activities by providing new, previously unthinkable, activities that can support children in early childhood education and their development of computational literacy. At the same time, the analyses show that computational play requires new ways to be scaffolded to not counteract children’s independent experimentation, testing, and creativity. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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| 2. |
- Brooks, Eva, 1957-, et al.
(författare)
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Towards Computational Play : Designing Open-Ended Play-Responsive Environments Supporting Computational Thinking in Early Childhood Education and Care
- 2024
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Ingår i: Design, Learning, and Innovation. - Cham : Springer. - 9783031673061 - 9783031673078 ; , s. 144-154
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Konferensbidrag (refereegranskat)abstract
- Computational play is a novel concept and scarcely researched indicating that there is a need for moving beyond deficient models of Computational Thinking (CT) to more robust knowledge by integrating overlooked needs and interests of children and thus engaging them more substantially in computational play on their own premises. However, outcomes from the authors’ previous studies on digital and computational play in Early Childhood Education and Care (ECEC) in a Nordic context demonstrate that digital technology has the potential to reconfigure play activities supporting children’s computational play. Based on a participatory design approach using workshops as a method, the study seeks answers to how play can be used as a pedagogical tool to promote children’s computational explorations, and also the other way around, how computational exploration can inspire and enrich children’s play in ECEC. The aim of the workshop activity is to build a dialogue between researchers, ECEC children and their teachers to integrate computational play into mathematics in ECEC practices. The study will contribute to how an open-ended play-responsive approach to computational play can promote children’s conceptual understanding and how it can be facilitated. The expected outcomes will extend the knowledge of computational play in ECEC practices by incorporating identified good practices and guidelines. © ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering 2024.
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| 3. |
- Cederqvist, Anne-Marie, 1970-, et al.
(författare)
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Virtuell och förstärkt verklighet kan stödja elevers lärande och bidra till ökat intresse för naturvetenskap
- 2024
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Annan publikation (refereegranskat)abstract
- Forskning visar att användandet av förstärkt verklighet och virtuell verklighet i undervisningen kan skapa möjligheter att visualisera hur abstrakta fenomen ter sig och fungerar på ett mer detaljerat sätt. Detta möjliggör i sin tur att elever kan göra mer detaljerade observationer och analyser av fenomenen, vilket kan bidra till ökad begreppsförståelse och vilja att lära sig mer.
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| 4. |
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| 5. |
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| 6. |
- Edstrand, Emma, 1981-, et al.
(författare)
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Deciphering the anatomy of scientific argumentation : the emergence of science literacy
- 2016
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Ingår i: Learning across contexts in the knowledge society. - Rotterdam : Sense Publishers. - 9789463004121 - 9789463004145 ; , s. 39-60
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Bokkapitel (refereegranskat)abstract
- The dramatic expansion of knowledge during recent decades, as well as the rapid development of digital technologies providing access to information, poses interesting challenges to established educational activities, including attempts to introduce young people to modern scientific practices and their results © Sense Publishers 2016
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| 7. |
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| 8. |
- Edstrand, Emma, 1981-, et al.
(författare)
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Exploring nature through virtual experimentation
- 2013
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Ingår i: Nordic Journal of Digital Literacy. - Oslo. - 1891-943X. ; 8:3, s. 139-155
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Tidskriftsartikel (refereegranskat)abstract
- In the present article, a study of the use of a virtual lab in environmental science teaching is reported. The lab was used as part of regular instruction; the idea was to provide a context to learn about experimentation as a research method. The study builds on a sample of 80 of 511 students, and uses pre- and post-test data of students’ insights about concepts and procedures relevant for designing an experiment in environmental science. The results show that students discovered some principles of how to organize an experiment. A majority of the students appropriated some of the relevant terminology and procedures relevant for organizing experiments. However, the findings also pointed to limitations in how students were able to reason about experimentation. A major problem for the students was to understand the role an experiment plays in resolving an issue. Such insights do not emerge from using the virtual lab per se, but rather from realizing the role an experiment plays as part of a scientific study of a problem © Universitetsforlaget, nordic journal of digital literacy
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| 9. |
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| 10. |
- Edstrand, Emma, 1981
(författare)
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Learning to reason in environmental education: Digital tools, access points to knowledge and science literacy
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Digital technologies and environmental education represent two rather new areas in school curricula. The background of the present research is an interest at the inter-section between how students learn about environmental issues (e.g., climate change) and the role digital technologies may play in such contexts. Thus, the aim is to investigate tool-mediated activities in environmental science education. The digital tools that are used in the instruction in this research are a virtual laboratory and a carbon footprint calculator. The study is guided by the questions of how digital tools co-determine activities and students’ reasoning about scientific knowledge and environmental topics, as well as what implications the use of such tools have for the development of science literacy. Analytically, this is studied within a sociocultural perspective on learning and by relating it to Dewey’s view of learning through inquiry. The empirical material consists of questionnaires and video data. The thesis consists of four studies. Study 1 builds on the analysis of questionnaire data from a corpus of almost 500 students’ written pre- and post-test answers to a problem-solving question in which they are required to design an experiment before and after working with a virtual lab. The second set of data comprises video recordings of upper secondary school students’ work with the two virtual tools. The results are presented in Studies 2 and 3. In addition, and in relation to the interest in science literacy more generally, Study 4 focuses on students’ work with an assignment requiring them to evaluate research reported in two scientific article abstracts on climate change. On a general level, the findings show that digital tools incorporate conceptual distinctions and operations that provide “shortcuts” for the students’ reasoning by providing access points to complex knowledge about the environment. This means that the students are able to engage in sophisticated discussions about environmental issues linked to human-driven climate change without requiring too much specific prior knowledge. However, the results also point to dilemmas connected to the use of such sophisticated tools. That is, for students to make meaning in ways that are relevant to understanding scientific argumentation, some of the processes and conceptual premises need to be unpacked by a competent partner (e.g., a teacher). Through engaging in such tool-mediated activities, students develop new cognitive habits, that is, new ways of reasoning which are made possible through the support of the tools. Thus, in sum, the present empirical studies demonstrate that digital tools have the potential to reconfigure learning activities that support students’ development of science literacy in environmental science education. At the same time, the analyses show that the tools are abstract and far from self-instructive. They index complex forms of knowledge that are not always transparent to the users. Thus, to reach curricular goals, the use of such tools in environmental science instruction presupposes guidance and support by teachers.
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