Chapter 7 Learning by Exploring Microworlds and Virtual Realities 報告者：楊美菁

Modeling For Learning The goal of education is fostering the development of transferable knowledge in learners. This chapter is to describe and illustrate learning environments that foster and facilitate modeling building by learners. Physical model: a visible or concrete representation of the model. Conceptual model: not visible but known in the human mind

Exploring Microworlds - Computer-Based Microworlds Logo supports the creation and manipulation of turtle objects that become components of larger, more complex objects. StartLogo user of turtle icons, but allows thousands of turtles to act simultaneously Boxer is a more organized program structure wherein all computational objects. The MicroWorlds makes the actual process of creating a computer project a rich learning experience.

Exploring Microworlds Computer-Based Microworlds(Cont.) Essential elements for constructivist learning: –Provide a meaningful learning context –Establishes a pattern whereby the learner goes from the “known to the unknown” –Provides a balance between deductive and inductive learning –Emphasizes the usefulness of errors –Anticipates and nurtures incidental learning

Exploring Microworlds Computer-Based Microworlds(Cont.) Interactive Physics ( –A research environment for exploring topics in Newtonian mechanics –Interactive physics engages active and interactive learning by allowing the learner to manipulate any aspect of the environment

Exploring Microworlds Computer-Based Microworlds(Cont.) Starlogo –Allows students to easily interact and build microworlds –Exploration in math, biology, and physics – SimCalc –Teaches elementary and middle school students calculus concepts through MathWorlds –Lean how velocity and position graphs relate –

Exploring Microworlds Computer-Based Microworlds(Cont.) Math Cats – –Promotes open-ended exploration of math concepts –Reflects constructivist approaches to learning by encouraging creativity and collaboration Counting Money –Assists with learning addition and subtraction, and recognizing currency

Exploring Microworlds Computer-Based Microworlds(Cont.) Snowflakes –Allows the student to create randomly- generated snowflakes by having the student set up variables to determine the angles used to make the sonwflakes –Assists with understanding angles and how they form patterns when the angles are brought together

Exploring Microworlds Learning by Constructing Microworlds When students build physical models to improve understanding of the natural world the activity help to express their own understanding that may be different from biased representations(Penner,2001) How providing access to computer design tools is an effective strategy for learning and more importantly, motivation to learn.

Exploring Microworlds Learning by Constructing Microworlds (Cont.) OWL (OpenWorld Learning) –Development of skills for writing, conducting research on the internet, using word processor and database applications, and creating programming projects using the MicroWorlds authoring tools –The six core certification levels MicroWorlds Instrduction Animating graphics from the Internet Beginning Microsoft Word Skills MicroWorlds Programming: Turtle Geometry MicroWorlds Programming: Video Game Design Microsoft Word

Exploring Microworlds Learning by Constructing Microworlds (Cont.) Learning and Assessment Strategies –One-on-one conferencing activities Examining or “receiving” the project »Spending time reviewing the components with the student and describing some of the elements of the project »Method: reading aloud Allowing the student to describe the project in his or her own words Asking question relation to the content Sharing stories of how the project may relate to personal experiences of your own or another child’s project How the student can extend this project or a new one and providing suggestions and ideas

Exploring Microworlds Learning by Constructing Microworlds (Cont.) Provides incentives to increase student participation and progress Resources – Support training of teachers and students using the MicroWorlds authoring tool.

Exploring Virtual Realities VR is used as a working model for historical or chemical simulations, which can help students understand situations or phenomena that are difficult to comprehend with traditional instructional activities, such as reading and lecture

Exploring Virtual Realities (Cont.) Kinds of Virtual Reality –Immersiv Virtual Reality –Three major characteristics of VR Autonomy Presence Interaction –Desktop VR Window to the world Allows users with desktop monitors to navigate an environment freely in real time or to navigate a limited environment such as a panorama or a 360 degree circle. QickTime / Macromedia Director –Augmented Reality Example: a flight simulator for the AirForce

Exploring Virtual Realities (Cont.) Educational Application of Virtual Reality Environments –7 uses of VR in the classroom Explore existing places and things Explore real things Create places, things, and events with altered qualities Interact and collaborate with people at a distance Interact with people in nonrealistic ways Create and manipulate abstract conceptual representatives Interact with avatars

Conclusions Microworlds and virtual reality can be used effectively to engage students in collaborative learning that supports meaningful knowledge construction People have different learning style and these learning environments support those who are more visual or kinesthetic in understanding information Learners can practice their newly acquired skills and knowledge without the unfortunate results of actual failures Teachers and students have the ability to change and /or update the microworlds and simulations with new information and scenarios