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- All Subjects: Learning
- Creators: Pratt, Stephen
- Creators: Gee, Elisabeth R
- Resource Type: Text
- Status: Published
While DTALS can be used to examine any number of phenomena, this dissertation focuses on the community around Pokémon Go. The game, with its emphasis on geography and community, presents unique opportunities for research. This research draws on existing video game research which focuses on not only games but their communities, and in particular the learning and literacy activities which occur in these communities (Gee & Hayes, 2012; Hayes & Duncan, 2012; Squire, 2006; Steinkuehler, 2006).
The results here are presented as three separate manuscripts. Chapter Two takes a broad view of a local community of players, and discusses different player types and how they teach and learn around the game. Chapter Three focuses on families who play the game together, and in particular three focal parents who share their perceptions of the game's merits, especially its potential to promote family bonding and learning. Chapter Four discusses teaching, in particular guides written about the game and the ways in which they are situated in particular Discourses (Gee, 2014). Finally, Chapter Five offers implications from these three chapters, including implications for designers and researchers as well as calls for future research.
Using a case study methodology and studying interactions and transactions between children, materials, tools, and designs this study involves children learning while tinkering over a week-long workshop as well as over the summer in the Southwest. The three hallmarks of this study are, first, an emphasis on sociocultural nature of the development of tinkering projects; second, an emphasis on meaning making while tinkering with materials, tools, and design, and problem-solving; and third, an examination of the continuation of tinkering using newly acquired tools and skills beyond the duration of the workshop. In doing so, this dissertation contributes to the ongoing discussion of children’s playful tinkering, how and why it counts as learning, and STEM learning associated with tinkering. Implications for future learning and the ways in which tinkering connects to children’s everyday fabric of activities are considered.
Olfactory discrimination tasks can provide useful information about how olfaction may have evolved by demonstrating which types of compounds animals will detect and respond to. Ants discriminate between nestmates and non-nestmates by using olfaction to detect the cuticular hydrocarbons on other ants, and Camponotus floridanus have particularly clear and aggressive responses to non-nestmates. A new method of adding hydrocarbons to ants, the “Snow Globe” method was further optimized and tested on C. floridanus. It involves adding hydrocarbons and a solvent to a vial of water, vortexing it, suspending hydrocarbon droplets throughout the solution, and then dipping a narcotized ant in. It is hoped this method can evenly coat ants in hydrocarbon. Ants were treated with heptacosane (C27), nonacosane (C29), hentriacontane (C31), a mixture of C27/C29/C31, 2-methyltriacontane (2MeC30), S-3-methylhentriacontane (SMeC31), and R-3-methylhentriacontane (RMeC31). These were chosen to see how ants reacted in a nestmate recognition context to methyl-branched hydrocarbons, R and S enantiomers, and to multiple added alkanes. Behavior assays were performed on treated ants, as well as two untreated controls, a foreign ant and a nestmate ant. There were 15 replicates of each condition, using 15 different queenright colonies. The Snow Globe method successfully transfers hydrocarbons, as confirmed by solid phase microextraction (SPME) done on treated ants, and the behavior assay data shows the foreign control, SMeC31, and the mixture of C27/29/31 were all statistically significant in their differences from the native control. The multiple alkane mixture received a significant response while single alkanes did not, which supports the idea that larger variations in hydrocarbon profile are needed for an ant to be perceived as foreign. The response to SMeC31 shows C. floridanus can respond during nestmate recognition to hydrocarbons that are not naturally occurring, and it indicates the nestmate recognition process may simply be responding to any compounds not found in the colony profile and rather than detecting particular foreign compounds.