The children's machine: rethinking school in the age of the computer
The children's machine: rethinking school in the age of the computer
StarLogo: an environment for decentralized modeling and decentralized thinking
Conference Companion on Human Factors in Computing Systems
Participatory simulations: using computational objects to learn about dynamic systems
CHI 98 Cconference Summary on Human Factors in Computing Systems
Traversable interfaces between real and virtual worlds
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Where the action is: the foundations of embodied interaction
Where the action is: the foundations of embodied interaction
From snark to park: lessons learnt moving pervasive experiences from indoors to outdoors
AUIC '04 Proceedings of the fifth conference on Australasian user interface - Volume 28
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
Child's play: a comparison of desktop and physical interactive environments
Proceedings of the 2005 conference on Interaction design and children
Embedded phenomena: supporting science learning with classroom-sized distributed simulations
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
RoomBugs: simulating insect infestations in elementary classrooms
CHI '06 Extended Abstracts on Human Factors in Computing Systems
HelioRoom: problem-solving in a whole class visual simulation
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Proceedings of the 10th International Conference on Interaction Design and Children
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Several simulation environments exist that create a place in which students can explore scientific phenomena. In this paper, we propose design guidelines for creating a classroom environment that puts scientific concepts directly into that physical space. We examine the results of two implementations of WallCology, which we characterize as an embedded phenomenon, in elementary and middle-school classrooms. Several instances of innovative student inquiry emerged as a result of the design features. Along with the results of learning, we look at the relationship between an embodied approach to design and the imaginative role of the student.