This project employs sensing technologies to help transform students' physical actions during play into a set of symbolic (computer) representations in a physics simulation and to engage the children in a developmentally appropriate and powerful form of scientific modeling. The students are in grades K–1 at UCLA's elementary school, and the intervention is based on the existing content unit on Force and Motion.
Semiotic Pivots and Activity Spaces for Elementary Science
Saturday, September 1, 2007 to Tuesday, August 31, 2010
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