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- Cederqvist, Anne-Marie, 1970-, et al.
(författare)
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Minecraft as a Hybrid Boundary Object : Exploring Nature in Squares
- 2023
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Ingår i: Education Sciences. - Basel : MDPI. - 2227-7102. ; 13:9, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- In this exploratory case study, we investigated children’s ways of experiencing virtual worlds, such as Minecraft, and how this may affect their understanding of nature, scientific phenomena, and sustainable development; that is to say, Minecraft was explored as a boundary object in children’s making activities with Minecraft. The research questions that guided the study are: In what ways may Minecraft act as a boundary object between children’s formal and informal learning about science and sustainable development? In what ways may Minecraft act as a boundary object when children build relationships with nature? Semi-structured interviews were conducted with six children. A thematic analysis approach was used to analyze the interviews. This study shows that in the Minecraft context, the children gained a breadth of everyday experiences related to scientific phenomena and sustainability. Further, the findings indicate that children merged their experiences in the virtual world with experiences in the physical world. In this sense, Minecraft involves science and sustainability content that crosses the boundary between the virtual world and reality. Thus, we suggest that Minecraft bridged children’s physical and virtual relationships with nature; that is to say, Minecraft became a boundary object that allowed children to experience nature and encounter knowledge that they would not otherwise have been able to experience. © 2023 by the authors. Licensee MDPI, Basel, Switzerland.
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| 2. |
- Impedovo, Maria, et al.
(författare)
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Quasi-Communities as an Interdisciplinary Approach to Solving Substantiality Challenges : A Lake Regeneration Case
- 2024
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Ingår i: Human Arenas. - Cham : Springer Nature. - 2522-5790 .- 2522-5804.
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Tidskriftsartikel (refereegranskat)abstract
- The close connection between communities and learning as a social and collective endeavour has led many scholars to consider communities of practice as a driver for solving complex problems. This paper takes up the literature on community and the concept of quasi-community in sustainable development and analyses a concrete case study—the so-called “lake and former SNIA factory” in Rome, Italy. The aim of the article is to investigate the emerging socio-technical interactions considering a quasi-community involved in an interdisciplinary regenerative sustainable development project related to the lake. The research design includes semi-structured interviews and observation during the interdisciplinary fieldwork visit. A thematic analysis with an inductive approach is proposed to reconstruct the socio-technical network as a potential learning experience for the actors involved. In the end, some educational and pedagogical implications and recommendations in the context of education for sustainable development are developed. © The Author(s), under exclusive licence to Springer Nature Switzerland
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| 3. |
- Impedovo, Maria, et al.
(författare)
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Socio-(im)material-making activities in Minecraft : retracing digital literacy applied to ESD
- 2024
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Ingår i: Research in Science & Technological Education. - Oxon : Routledge. - 0263-5143 .- 1470-1138. ; 42:1, s. 73-93
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Tidskriftsartikel (refereegranskat)abstract
- Background: There is a growing interest in the complexity of socio- materiality-making activities in educational and everyday settings. Indeed, maker-centered learning is considered as a socio-materially embodied process in which artifacts and social and emotional dimensions are interconnected. The making process is also found in everyday life when children engage in specific applications – like Minecraft, where they perform activities in a virtual environment.Purpose: Starting from analyzing some episodes recorded with a child aged seven, this paper aims to better understand the maker process in a virtual setting with implications for digital literacy and sustainable development education.Design and methods: A socio-material approach is privileged to analyze the data collected. Specifically, we will explore the maker activity as a socio-materially embodied process.Sample: The research question will be answered with the support of a case study of one child playing Minecraft. Thinking-aloud modality, observation, notes, and pictures are collected. Then, the verbatim from the semi-structured interview is collected in the same session. The entire session is audio-recorded.Results: The three dimensions that emerged are: Resources to make digital objects; Digital Objects became Social Objects; Making digital objects became ground for literacy. From this ana-lysis, we can retrace digital literacy in the Minecraft maker activity and some final considerations for teaching in STEM.Conclusion: In conclusion, students’ informal activity in a Minecraft setting could become a potential green environment to ground digital literacy. However, this process needs to be scaffolded and amplified with an enriched level of abstract process, critical, and inquiry attitude. © 2023 Informa UK Limited, trading as Taylor & Francis Group
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