The purpose of this paper is to synthesize literature related to apprenticeship learning, the sociology of science, and K‐12 science education to develop a set of characteristics for designing/evaluating participatory science learning experiences. Following this discussion, we further clarify and illuminate the value of these characteristics for science educators by using them as evaluative criteria for characterizing the experiences of 24 middle school learners who embarked on a 2‐week long camp with “real” scientists engaged in “real” research. We also describe how middle school science teachers supported both reflection‐in‐practice and reflection‐on‐practice during the camp, and how an electronic notebook was also leveraged to support both types of reflection. Implications of these characteristics for science education more generally are discussed. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 70–102, 2001
In this manuscript we describe our introductory astronomy course for undergraduate students in which students use three-dimensional (3-D) modeling tools to model the solar system and, in the process, develop rich understandings of astronomical phenomena. Consistent with our participatory pedagogical framework, it was our intention to establish a context that supported students in carrying out scienti®c inquiry using virtual models they developed. The progression of our thinking and the course curriculum has been grounded in a series of ``design experiments,'' in which we develop entire courses, do research, and cycle what we are learning into the next iteration of the course. In this manuscript, we use ®eld notes, portions of case studies, interview data, artifact analysis, and excerpts from previous manuscripts to situate the reader in the actual happenings of the course. Focusing primarily on the dynamics of the earth ± moon ± sun system, we illustrate the modeling process and how learning evolved in this context. In general, we found that 3-D modeling can be used effectively in regular undergraduate university courses as a tool through which students can develop rich understandings of various astronomical phenomena. Additionally, we found the design experiment approach to be a useful strategy for supporting course design that was both theoretically and empirically grounded.
The purpose of this paper is to synthesize literature related to apprenticeship learning, the sociology of science, and K-12 science education to develop a set of characteristics for designing/evaluating participatory science learning experiences. Following this discussion, we further clarify and illuminate the value of these characteristics for science educators by using them as evaluative criteria for characterizing the experiences of 24 middle school learners who embarked on a 2-week long camp with``real'' scientists engaged in``real'' research. We also describe how middle school science teachers supported both re¯ectionin-practice and re¯ection-on-practice during the camp, and how an electronic notebook was also leveraged to support both types of re¯ection. Implications of these characteristics for science education more generally are discussed. ß 2000 John Wiley & Sons, Inc. J Res Sci Teach 38: 70 ± 102, 2001 Telling children how scientists do science does not necessarily lead to far-reaching changes in how children do science; indeed, it cannot, as along as the school curriculum is based on verbally expressed formal knowledge. (Papert, 1991, pp. 10 ± 11)
This study explores learning and instruction within a technology-rich, collaborative, participatory learning environment by tracking the emergence of shared understanding and products through student and teacher practices. The focus is not only on the interactions among students or between students and teachers, but on student-resource interactions, especially student-technology interactions. In a 1-week camp, students worked in activity groups with 3-dimensional modeling software to develop virtual worlds. Holistic accounts of 2 activity groups in the camp are presented, emphasizing the focus of the activity, group dynamics including the role of the teacher, and the historical development of learner practices. Then, a network methodology is used to trace the history of interactions accounting for the emergence, evolution, and diffusion of learner practices. The findings suggest that becoming knowledgeably skillful with respect to a particular practice or concept is a multigenerational process, evolving in terms of contextual demands and available resources. The tracings further reveal the reciprocal nature of learning and doing, with building conceptual understanding occurring in relation to local conditions and practices, and doing practices being a part of student learning.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.