Name
Abstract | ||
|---|---|---|
Several simulation environments exist that create a place in which students can explore scientific phenomena. In this paper, we propose design guidelines for creating a classroom environment that puts scientific concepts directly into that physical space. We examine the results of two implementations of WallCology, which we characterize as an embedded phenomenon, in elementary and middle-school classrooms. Several instances of innovative student inquiry emerged as a result of the design features. Along with the results of learning, we look at the relationship between an embodied approach to design and the imaginative role of the student. |
Year | DOI | Venue |
|---|---|---|
2008 | 10.1145/1463689.1463761 | IDC |
Keywords | Field | DocType |
scientific phenomenon,classroom environment,middle-school classroom,imaginative role,design feature,design guideline,scientific concept,innovative student inquiry,physical space,embedded phenomenon,hci,interactive design | Interactive design,Computer science,Embodied cognition,Implementation,Human–computer interaction,Phenomenon,Physical space,Multimedia | Conference |
Citations | PageRank | References |
2 | 0.38 | 9 |
Authors | ||
5 | ||
Name | Order | Citations | PageRank |
|---|---|---|---|
| Peter Malcolm | 1 | 7 | 1.03 |
| Tom Moher | 2 | 113 | 18.08 |
| Darshan Bhatt | 3 | 7 | 1.03 |
| Brian Uphoff | 4 | 7 | 1.03 |
| Brenda Lopez Silva | 5 | 24 | 5.49 |