Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play   总被引：5，自引：5，他引：5  

Sasha A. Barab  Troy D. Sadler  Conan Heiselt  Daniel Hickey  Steven Zuiker 《Journal of Science Education and Technology》2007,16(1):59-82

In this paper we describe our research using a multi-user virtual environment, Quest Atlantis, to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment gaming engine to establish a virtual world through which students learned about science inquiry, water quality concepts, and the challenges in balancing scientific and socio-economic factors. Overall, students were clearly engaged, participated in rich scientific discourse, submitted quality work, and learned science content. Further, through participation in this narrative, students developed a rich perceptual, conceptual, and ethical understanding of science. This study suggests that multi-user virtual worlds can be effectively leveraged to support academic content learning.  相似文献   

Erratum to: Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play     

Sasha A. Barab  Troy D. Sadler  Conan Heiselt  Daniel Hickey  Steven Zuiker 《Journal of Science Education and Technology》2010,19(4):387-407

In this paper we describe our research using a multi-user virtual environment, Quest Atlantis, to embed fourth grade students in an aquatic habitat simulation. Specifically targeted towards engaging students in a rich inquiry investigation, we layered a socio-scientific narrative and an interactive rule set into a multi-user virtual environment gaming engine to establish a virtual world through which students learned about science inquiry, water quality concepts, and the challenges in balancing scientific and socio-economic factors. Overall, students were clearly engaged, participated in rich scientific discourse, submitted quality work, and learned science content. Further, through participation in this narrative, students developed a rich perceptual, conceptual, and ethical understanding of science. This study suggests that multi-user virtual worlds can be effectively leveraged to support academic content learning.  相似文献   

Examining K-12 teachers’ feelings,experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic     

An  Yunjo  Kaplan-Rakowski  Regina  Yang  Junhe  Conan  Jenna  Kinard  Widad  Daughrity  LeaAnne 《Educational technology research and development : ETR & D》2021,69(5):2589-2613

Educational technology research and development - This mixed-methods study explored K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the COVID-19...  相似文献   

Serving Community Faculty Through a Dedicated Liaison     

Katie L. Jefferson  Mary Shultz  April Heiselt 《Medical reference services quarterly》2018,37(1):1-9

Community-based medical schools rely heavily on volunteer faculty to provide medical education. Volunteer faculty consist of health care professionals, primarily physicians, who commit to educating medical students and residents. While these volunteer faculty are typically unpaid, many medical schools provide some benefits to them for volunteering their time. One such benefit, although rarely noted in library or medical education literature, is access to academic medical library resources and services. This article highlights a library services liaison model dedicated to the support of volunteer faculty at a community-based medical school.  相似文献