Children aged 6–8 combining augmented reality with socio-dramatic play make significant progress toward explicit physics discourse¶

Claim · All claims
Evidence · 1 study · review r1 · q1
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? In the editors' summary of Enyedy et al., young children (6–8 years old) in a CSCL classroom combining computer support (augmented reality) and collaborative learning (socio-dramatic play) made significant progress along the trajectory from embodied cognition to explicit discourse about forces and motion. → Stahl 2012

Evidence¶

Stahl 2012¶

Stahl, G., Law, N., & Hesse, F. (2012). An international research community. Computer-Supported Collaborative Learning, 7, 341–345. https://doi.org/10.1007/s11412-012-9155-y

q1 · i? · review · r1

Editorial summary of Enyedy, Danish, Delacruz, and Kumar's qualitative analysis, extending their CSCL 2011 best-paper quantitative study of the Spases project. The cognitive-trajectory finding is attributed to that article.

"the authors show how young children (6 – 8 years old) in a CSCL classroom can already make significant progress along this cognitive trajectory"

Discussion¶

Related Claims¶

• A promising-ideas tool enabled children of about 8 years old to identify, communicate, respond to and build upon promising ideas in knowledge-building discourse — related
• The editorial reports that immersive VR became a resource for collaborative meaning making through 'emancipatory immersion' (Silseth et al.) — related
• Young children collaboratively develop their own gestures to represent and explain challenging science concepts in a mixed-reality environment — related