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首页> 外文期刊>International Journal of Child - Computer Interaction >Supporting scientific modeling through curriculum-based making in elementary school science classes
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Supporting scientific modeling through curriculum-based making in elementary school science classes

机译：在小学科学课中通过基于课程的制作来支持科学建模

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摘要

Our work investigates how Making may be used in the context of scientific modeling in formal elementary school science classes. This paper presents an investigation of fourth- and fifth-grade students engaging in Making activities to create simulation, concept-process, and illustrative models in the science classroom. Based on video analyses of the Making-based class sessions, a generalized process model was developed for each type of science model. In addition, cross-cutting themes were found in Making-based science modeling: first, there are two loops that intersect and interact with each other (modeling for Making and modeling for Science content), and they interrelate in various ways depending on science model type; and second, showcasing Making products (sharing with peers, teachers, or helpers) is a primary factor that determines students' overall engagement with science in the activity. We suggest that Making-based science kit and lesson design needs to support students to showcase their Making output, on top of science-related reflections, and to consider the balance between Making and science activity. We conclude that Making has the potential to support the development of scientific model thinking in the elementary science classroom, but much further research is needed in this area.
机译：我们的工作调查了在正规小学科学课中如何在科学建模的背景下使用“制作”。本文介绍了对从事制作活动以在科学教室中创建模拟，概念过程和说明模型的四年级和五年级学生的调查。基于对基于制作的课程的视频分析，针对每种类型的科学模型开发了通用的过程模型。此外，在基于制造的科学建模中发现了贯穿各领域的主题：首先，存在两个相互交叉和相互作用的循环（“制造”建模和“科学”内容建模），并且它们根据科学模型以各种方式相互关联类型;其次，展示制作产品（与同伴，老师或帮助者共享）是决定学生在活动中对科学的整体参与的主要因素。我们建议基于制作的科学工具包和课程设计需要支持学生在与科学相关的思考之上展示自己的制作结果，并考虑制作与科学活动之间的平衡。我们得出的结论是，“制造”有潜力支持基础科学课堂中科学模型思维的发展，但是在这一领域还需要更多的研究。

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