Comparing first- and third-person perspectives in early elementary learning of honeybee systems |
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Authors: | Peppler Kylie Thompson Naomi Danish Joshua Moczek Armin Corrigan Seth |
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Institution: | 1.University of California, Irvine, 5206 Bren Hall, Irvine, CA, 92697, USA ;2.Indiana University, 201 N. Rose Ave., Rm 2054, Bloomington, IN, 47405-1006, USA ;3.Indiana University, 201 N. Rose Ave., Rm 4040, Bloomington, IN, 47405-1006, USA ;4.Indiana University, 915 E 3rd St, Rm 102D, Bloomington, IN, 47405-1006, USA ;5.SNHU, 2500 N. River Road, Manchester, NH, 03106, USA ; |
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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. |
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