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首页> 外文会议>Learning by Effective Utilization of Technologies: Facilitating Intercultural Understanding; Frontiers in Artificial Intelligence and Applications; vol.151 >Probing Technology as Affordances for Negotiating Meaning in the Elementary Science Classroom — A Participation Perspective
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Probing Technology as Affordances for Negotiating Meaning in the Elementary Science Classroom — A Participation Perspective

机译：探究技术作为基础科学课堂中意义协商的手段—参与视角

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摘要

Probing technologies are assumed to augment and speed inquiry learning. However, in practice, handheld-based classroom practice is regarded as only having scratched the surface of what is possible. The purpose of this article is to propose regarding the probe as a catalyst for negotiating meaning in inquiry learning activities. Viewed from a participation-framework perspective, we claim that probing technologies trigger the cycle of, and interplay between, reified object generation (numbers, graphs,…) and engaged participation among learners. An analysis of a probe-supported inquiry activity in a grade 5 elementary classroom is conducted. Three episodes in an inquiry classroom reveal the focusing and reified effects of probes in enhancing meaning negotiation, and in supporting student-driven exploration. The function of probes in both emergent and instantaneous aspects of learning is also discussed.
机译：假设探测技术可以增强并加速查询学习。但是，在实践中，基于手持设备的课堂实践被认为只是在摸索一切。本文的目的是提出将探针作为探究学习活动中的谈判意义的催化剂。从参与框架的角度来看，我们声称探测技术会触发具体化对象生成（数字，图形等）和学习者参与度的循环，并在它们之间相互作用。对五年级小学教室中由探针支持的探究活动进行了分析。探究教室中的三集内容揭示了探针在增强意义协商和支持学生驱动的探索中的重点和具体效果。还探讨了探针在学习的紧急和瞬时方面的功能。

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