Beginning from the assumption that young children (ages 6-8) are capable of reasoning about complex phenomena , we set out to better understand dimensions of the Science through Technology Enhanced Play environment that provided support for children to learn about relationships between multiple levels of an emergent phenomenon -states of matter. We conducted interactional analysis  of several moments in two classrooms as students developed and refined understanding of rules that connect micro behavior of particles of water to macro understanding about states of matter. We argue that central to students' disciplinary work were (1) multiple forms of agency negotiated within the STEP environment that were deeply intertwined with (2) students' embodiment. Agency and embodiment both supported students' consensus understanding of relationships between levels of the states of matter phenomenon (3) through students' joyful and playful collaborative work. We examine several episodes in detail to explore these findings.
|Original language||English (US)|
|Title of host publication||IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children|
|Publisher||Association for Computing Machinery, Inc|
|Number of pages||10|
|State||Published - Jun 27 2017|
|Event||16th International ACM Conference on Interaction Design and Children, IDC 2017 - Stanford, United States|
Duration: Jun 27 2017 → Jun 30 2017
|Name||IDC 2017 - Proceedings of the 2017 ACM Conference on Interaction Design and Children|
|Conference||16th International ACM Conference on Interaction Design and Children, IDC 2017|
|Period||6/27/17 → 6/30/17|
Bibliographical noteFunding Information:
We would like to thank the students and teachers who participated in the STEP project, as well as members of the broader STEP team whose efforts have been, and continue to be central to the success of the project. In particular, Asmalina Saleh and Megan Humburg of Indiana University, Matteo Munaro, Marco Carraro, and Jeff Burke the UCLA OpenPTrackteam, and Ben Loh and David Seah at Iquirium We also wish to acknowledge support from the National Science Foundation (DRL-0733218, IIS-1522945, IIS-1628918, and IIS-1323767).
- Science learning
- Sociodramatic play