Designing for Hybrid Learning Environments in a Science Museum: Inter-professional Conceptualisations of Space

Jornet, Alfredo; Jahreie, Cecilie Flo

doi:10.1007/978-1-4471-5370-2_3

Cited by 9 publications

(8 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This study is part of a larger project (MIRACLE) intending to design science‐learning environments that bridge activities across settings, including the school and the museum (Jornet & Jahreie ). MIRACLE employs the design experiment approach (Brown, ; Krange & Ludvigsen, ), where pedagogical interventions are conducted to systematically observe and analyze the resulting learning practices, which further inform the development of instructional designs and theoretical conceptualizations about learning.…”

Section: Methodsmentioning

confidence: 99%

The Joint Work of Connecting Multiple (Re)presentations in Science Classrooms

Jornet

Roth

2015

Science Education

Self Cite

View full text Add to dashboard Cite

The aim of this study is to advance current understanding of the transactional processes that characterize students' sense-making practices when they are confronted with multiple representations of scientific phenomena. Data for the study are derived from a design experiment that involves a technology-rich, inquiry-based sequence of activities. We draw on interaction analysis to examine the work by means of which a group of upper secondary school students make sense of a number of different ways in which a physical phenomenon-a phase transition-is presented to them. Our analytical perspective, grounded in a cultural-historical framework, involves scrutinizing how the different materials emerge and evolve as signifiers for something other than themselves during teacherstudent and student-student transactions. This approach allows us to trace the emergence of students' interpretations of the relations between phenomena and their diverse presentations without committing to any preconceived notion of what these presentations stand for. We describe how students' bodily and pragmatic actions become reified in conceptual terms and how these relate to lived-in experiences rather than to formal underlying concepts. Findings are discussed with regard to the central role of body and praxis in research on learning science with multiple representations.

show abstract

Section: Methodsmentioning

confidence: 99%

The Joint Work of Connecting Multiple (Re)presentations in Science Classrooms

Jornet

Roth

2015

Science Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…The role of the museum space as an organizing resource in this project was first documented in a prior study (Jornet & Jahreie, 2013). In that study, and building on activity theory (Engeström, 1987), we examined how instances in which a room of the science museum was made present by different means became occasions for negotiating what previously had developed as conflicting views or tensions regarding the purposes of the cooperative enterprise.…”

Section: The Case Of the Science Museummentioning

confidence: 98%

The Matter of Space: Bodily Performances and the Emergence of Boundary Objects During Multidisciplinary Design Meetings

Jornet

Steier

2015

Mind, Culture, and Activity

Self Cite

View full text Add to dashboard Cite

Prior research has identified the importance of embodied action in establishing representational infrastructure during disruptions in interdisciplinary work. This study expands on such research by examining meetings of interdisciplinary museum design teams-including educators, designers, researchers, and museum professionals. In these meetings, the museum space (exhibition room) emerges as a boundary object as it is presented through diverse material artifacts including floor-plans and mock-ups. The authors' analyses identify and describe bodily and discursive practices of placemaking and place-imagining that the participants perform as they attempt to maintain continuity across these shifting material forms and occasions.

show abstract

“…Anyone who has experienced a BIM workflow will understand this immediately, but there are potentially more significant factors at work. Jornet & Jahreie (2011) demonstrate clearly that a single shared information environment immediately coordinates the stakeholders' communication and also allows the potential for this to develop into collaboration, acting as a catalyst for the development of cross-discipline communication and working. Linderoth (2010) demonstrates how BIM can operate in reflection of the networks created during the construction stage, leading to deeper levels of communication and interaction.…”

Section: Difficult Problemsmentioning

confidence: 91%

Building Information Modelling Design Ecologies

Jones

Dewberry

2013

International Journal of 3-D Information Modeling

View full text Add to dashboard Cite

This paper considers the barriers to BIM adoption and demonstrates they are symptoms of existing problems in the Architecture, Engineering, Construction, and Operations (AECO) industry. When current external pressures are considered, a varied and complex set of problems emerge that require a significant paradigm change if they are to be resolved sustainably. It is argued that Building Information Modelling (BIM) does not represent a paradigm change on its own and the concept of the design ecology is presented as a framework within which BIM can act as a catalyst for change. Specific affordances of this model are presented in terms of responding to the challenges presented in the Low Carbon Construction report (Innovation and Growth Team, 2010) and to the general characteristics of the original problems identified. Examples are presented to demonstrate that this is already emerging in practice and some suggested areas of further investigation are suggested.

show abstract

Designing for Hybrid Learning Environments in a Science Museum: Inter-professional Conceptualisations of Space

Cited by 9 publications

References 28 publications

The Joint Work of Connecting Multiple (Re)presentations in Science Classrooms

The Joint Work of Connecting Multiple (Re)presentations in Science Classrooms

The Matter of Space: Bodily Performances and the Emergence of Boundary Objects During Multidisciplinary Design Meetings

Building Information Modelling Design Ecologies

Contact Info

Product

Resources

About