First-person science inquiry in virtual ambient environments

Abstract

Virtual ambients are a class of restricted simulations designed to support science inquiry learning among elementary school students. Virtual ambients employ large multi-user displays to support "first-person" collaborative exploration, data collection, and the construction of support for hypotheses in simulated environments. In order to reduce the cognitive load on learners, navigation-in space, time, and scale-is used instead of traditional learning simulations' direct control of independent model variables. Early experience with elementary school students at three grade levels is reported, employing a configurable virtual ambient named the Field.

A Comparison of Jeju Island, Ulleung Island, and Chungbuk region Students for Igneous rocks Observation and Knowledge

“…이러한 탐구 과정에서의 관찰 결과는 대부분 질적 자료이며, 예상, 추리, 문제인식, 가설설정, 자료해석 등 다른 기본적 탐구 과정의 기초 자료가 된다 (Martin et al, 2009). 또한 관찰은 과학 탐구 과정의 첫 번째 요소로서 (Ahtee et al, 2009) 추리하기, 의사소통하기, 예상하 기, 측정하기, 분류하기와 같은 다른 탐구기능 발달 에 필수적이다 (이혜원 외, 2005;Funk et al, 1985;Moher et al, 2000 Fig. 7.…”

A two-tiered collaborative design for observational science activities in simulated environments

“…The field used in the Snookerpuss Adventure is an example of a virtual ambient (Moher, et. al., 2000(Moher, et. al., , 2001) -a configurable simulated environment used as the locus for children's scientific exploration.…”

First-person science inquiry in virtual ambient environments

“…For the past year, we have been developing instructional interventions which employ virtual ambients [5]-simulated natural and synthetic environments-as loci for children's scientific exploration. Virtual ambients are three-dimensional "first person" spaces where users navigate in space, scale, and time, implemented on multi-user projective (stereoscopic) displays for use by groups of 2-4 students.…”

“…For sixth graders [5], we configured the Field to contain clusters of plants each containing 8-10 plants of exactly two different types, and asked students to determine the co-occurrence rules (e.g., plant "buddies"). (An added complexity was introduced, in that the co-occurrence rules were conditioned by sector.)…”