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ERIC Number: ED319379
Record Type: Non-Journal
Publication Date: 1987-Dec
Pages: 20
Abstractor: N/A
Reference Count: N/A
Microworlds to Macroworlds: Conceptual Transfer and Activity Setting. Technical Report No. 46.
Martin, Laura M. W.; And Others
This study examined children's application of ecological concepts under conditions that were similar to or different from the conditions under which they first applied the concepts while playing a microcomputer-based ecosystems game. Two task dimensions were studied: (1) the form in which the information was presented (iconic or symbolic); and (2) the interactional setting in which children worked with the conceptual material (alone or in small groups). Subjects were 30 students from a mixed fifth-sixth grade class in a New York City public school; they were randomly assigned to two treatment groups. Baseline information about the children's attitudes and knowledge was collected. Following a 6-week experimental phase, children's applications of concepts from the microworld game were examined during individual paper-and-pencil tests involving two-dimensional images, small group discussions using real objects, and individual paper-and-pencil worksheets in an out-of-school setting. Results showed transfer of certain microworld concepts in some settings and application of some teacher-taught material. These conceptual gains were most clearly seen when children worked in small group settings. (16 references) (MES)
Center for Children and Technology, Bank Street College of Education, 610 W. 112th Street, New York, NY 10025.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Bank Street Coll. of Education, New York, NY. Center for Children and Technology.