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首页> 外文会议>Tomorrow's learning: involving everyone: learning with and about technologies and computing >How Interactives Can Change Learnability of Science Concepts for Young Children - Re-positioning Them as Learners 'Who Can and Did'
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How Interactives Can Change Learnability of Science Concepts for Young Children - Re-positioning Them as Learners 'Who Can and Did'

机译：互动如何改变幼儿科学概念的可学习性-将他们重新定位为学习者“谁可以做”

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摘要

This paper explores what young children can and will 'say and do' when positively positioned to think with scientific concepts using ICT interactives. The progress with meaning-making of three young children (7, 9 and 12 years old) when playing a game is tracked and analysed. How these children were positively positioned with the concepts and what this afforded them in the setting are outlined. Analysis of their 'sayings and doings', using affordances and positioning theory, details their progress in meaning-making with the offered chemistry concepts. What each child did with the three levels of thinking of chemistry (macro/sub-micro/symbolic), was tracked. Three chemical thinking storylines are described to highlight that exploring molecular and chemical symbolic thinking can lead young children to engage with more scientifically sophisticated thinking and is of interest to them. Many scientifically relevant questions were raised while 'playing' with the interactive. The game directed their attention to the chemistry concepts and led to meaning-making opportunities. This examination provides insights into how suitable interactives can offer, direct and help structure early 'knowing of scientific concepts by positively positioning learners with the concepts. Implications for restructuring early learning opportunities with central concepts using ICT are proposed.
机译：本文探讨了幼儿在积极地使用ICT互动与科学概念进行思考时可以做什么和将要做什么。跟踪并分析了三个孩子（7、9和12岁）在玩游戏时产生意义的过程。概述了这些孩子如何正确理解这些概念，以及在环境中为他们提供了什么。使用能力和定位理论对他们的“说和做”进行分析，详细介绍了他们通过提供的化学概念在意义形成方面的进展。跟踪每个孩子在化学思考的三个层次（宏观/亚微观/象征性）中所做的事情。描述了三个化学思维的故事情节，以突出显示探索分子和化学符号思维可以使幼儿参与更科学的思维，这对他们很感兴趣。在与互动“玩耍”时提出了许多与科学有关的问题。游戏将他们的注意力转移到化学概念上，并带来了有意义的机会。通过对学习者的积极定位，该考试提供了有关合适的互动方式如何提供，指导和帮助构建对科学概念的早期了解的见解。提出了利用ICT利用中心概念来重组早期学习机会的启示。

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