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Setting Conditions for Learning: Mediated Play and Socio-material Dialogue

机译:设置学习条件:中介游戏和社会材料对话

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This study discusses how mediated play support learners' understanding of concepts, through ownership and expression of self. The studies, Design-Learn-Innovate and MicroCulture, are targeted to primary and high school pupils, and are respectively set in a secondary school and in an archaeological museum. The impact of a dialogic setting for learning, based upon mediated play and design activities, on pupils' understanding of concepts as well as active participation to learning are investigated. Results from both studies show that mediated play and design based tasks can contribute to learning in formal and non-formal contexts by setting conditions for children to take possession of their learning process and of the concepts, exploring them through their senses and social interaction. As a result, children can achieve complex forms of understanding, which can be useful in future learning experiences.
机译:这项研究讨论了中介游戏如何通过所有权和自我表达来支持学习者对概念的理解。设计,学习,创新和微文化这些研究针对中小学生,分别设在中学和考古博物馆中。研究了基于对话的游戏和设计活动而进行的对话式学习环境对学生对概念的理解以及对学习的积极参与的影响。两项研究的结果都表明,通过为基于中介的游戏和设计的任务设置条件,让孩子掌握他们的学习过程和概念,并通过他们的感官和社会互动对其进行探索,可以促进在正式和非正式场合下的学习。结果,孩子们可以实现复杂的理解形式,这对将来的学习经验很有用。

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