Name
Title | ||
|---|---|---|
Comparing first- and third-person perspectives in early elementary learning of honeybee systems |
Abstract | ||
|---|---|---|
Prior literature has begun to demonstrate that even young children can learn about complex systems using participatory simulations. This study disentangles the impacts of third-person perspectives (offered by traditional simulations) and first-person perspectives (offered by participatory simulations) on children’s development of such systems thinking in the context of the emergent complexity of honeybee nectar foraging. Specifically, we worked with three first-grade classrooms assigned to one of three conditions—instruction through use of a first-person perspective only, third-person perspective only, and integrated instruction—to engage ideas of complex systems thinking. In each condition, systems concepts were targeted through instruction and assessment. The integrated and third-person classrooms demonstrated significant gains while the first-person classroom showed gains that were not statistically significant, suggesting that third-person perspectives play a critical role in how children learn systems thinking. This work also puts forth a novel assessment design for young children using multiple-choice questions. |
Year | DOI | Venue |
|---|---|---|
2018 | 10.1007/s11251-020-09511-8 | Instructional Science |
Keywords | DocType | Volume |
Systems thinking, Early elementary, Science learning, Role-play, Technology | Conference | 48 |
Issue | ISSN | Citations |
3 | 0020-4277 | 0 |
PageRank | References | Authors |
0.34 | 0 | 5 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Kylie A. Peppler | 1 | 35 | 13.94 |
| Naomi Thompson | 2 | 0 | 0.34 |
| Joshua A. Danish | 3 | 0 | 0.34 |
| Armin P. Moczek | 4 | 0 | 0.34 |
| Seth Corrigan | 5 | 0 | 0.34 |