Learning as a Cultural Process

Nasir, Na’ilah Suad; Rosebery, Ann S.; Warren, Beth; Lee, Carol D.

doi:10.1017/cbo9780511816833.030

Cited by 48 publications

(34 citation statements)

References 49 publications

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“…Broadening the community has expanded and sharpened challenges for the field of the learning sciences (for sampling breadth, consider: Lave and Wenger, 1991;Pea and Gomez, 1992;Bruer, 1993;Anderson, 1996;Koschmann, 1996;Nasir et al, 2006;Linn, 2012;Penuel and Spillane, 2013;Esmonde and Booker, 2016;Niemi et al, 2018). For example, strengthening ties to engineering in the learning sciences has challenged designers to create valid engineering activities for middle school students (Kolodner et al, 2003;Chiu and Linn, 2011).…”

Section: Reconceptualizing Challengesmentioning

confidence: 99%

Personal Perspectives on the Emergence of the Learning Sciences: 1970s–2005

Pea

Linn

2020

Front. Educ.

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We describe the emergence of the interdisciplinary learning sciences field and its consequential transformations, drawing on experiences that brought us together. Starting with our undergraduate years, the account culminates with the formation of the International Society of the Learning Sciences (ISLS). We identify six themes shaping the emergence of the learning sciences and our own trajectories: (a) broadening the community and incorporating new disciplinary perspectives; (b) appropriating and developing new methods; (c) reconceptualizing challenges; (d) creating artifacts; (e) developing abstractions; and (f) developing people. We intend this personal account to stimulate new initiatives and deepening insights as the journey of the learning sciences continues.

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Section: Reconceptualizing Challengesmentioning

confidence: 99%

Personal Perspectives on the Emergence of the Learning Sciences: 1970s–2005

Pea

Linn

2020

Front. Educ.

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“…Utveckling och lärande förverkligas när individen konfronteras med olika repertoarer av praxisformer, som överlappar eller kompletterar varandra. Skolan med strikt ämnesindelning inhyser många praxisformer och diskurser, vilket gör det särskilt utmanande för elever med annan kulturbakgrund än majoritetens (Nasir, Rosebery, Warren & Lee, 2006).…”

Section: Lärande Språk Och Tänkandeunclassified

“…Detta underlättas av att lärarna förstår hur scientific literacy relaterar till språk och språkutveckling. Dessutom är det av vikt att lärarna känner till elevernas värld utanför skolan och den kunskap de möter där (Moje et al, 2004;Nasir et al, 2006). Eleverna ska inte enbart stöttas verbalt utan det är även viktigt att uppmärksamma olika typer av multimodalt stöd (t.ex.…”

Section: Lärande Språk Och Tänkandeunclassified

“…Undervisningen kan pendla mellan vardagliga uppfattningar och mer naturvetenskapligt baserade fakta. Lärarens roll är att sporra eleverna, så att de utvecklar en förmåga till flexibilitet (Nasir et al, 2006) och kritiskhet (Tan et al, 2012). På så sätt utvecklas det egna ämnesspecifika tänkandet och kunnandet i dialog med andra i en skola som erbjuder eleverna tid att utveckla omtanke och respekt för andras åsikter (Wrigley et al, 2012).…”

Section: Diskussionunclassified

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Social hållbarhet och scientific literacy i flerspråkiga naturvetenskapsklassrum

Vuorenpää

Wolff²,

Sjöblom

2020

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Den här artikeln fokuserar på social hållbarhet som undervisningspraxis, inte som undervisningsinnehåll, närmare bestämt hur den naturvetenskapliga undervisningen kan förverkligas på ett socialt hållbart sätt. Forskningsfrågan är hur lärare som undervisar i naturvetenskaper kan erbjuda elever mer likvärdiga förutsättningar att utveckla scientific literacy. Vi sökte svaret med stöd av klassrumsobservationer i Finland och Sverige. I resultatet utkristalliserade sig särskilt fyra kategorier med relevans för social hållbarhet i undervisningen: språkanvändning, konkretisering, tidsanvändning och uppmuntran till elevinitiativ. Ett likvärdigt lärande i naturvetenskaper kräver en didaktik där målmedvetet språkbruk sammanflätas med konkreta lärandesituationer utan tidspress. Det är även ett lärande där elevinitiativ tillvaratas. Social sustainability and scientific literacy in multilingual science classrooms Abstract The focus of this article is social sustainability as a teaching practice, not as teaching content. Specifically, the concern is how to realize science teaching in a socially sustainable way. The research question is how science teachers could offer students equal opportunities to develop scientific literacy. We have searched for answers through classroom observations in Finland and Sweden. The analysis revealed four categories with relevance to social sustainability teaching practice: language use, tangibility, time use, and encouragement of student initiatives. Equal science learning requires teaching methods that include purposeful use of language in practical learning situations without time pressure. It is also the teaching that supports student initiatives. Keywords: social sustainability, sustainability education, subject language, scientific literacy, science education

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“…Like so many African American young men, they must learn to manage multiple developmental tasks: both the ordinary tasks of life course development, as well as tasks that involve managing sources of stress rooted in particular forms of institutional stigmatization due to assumptions regarding race, poverty, language variation, gender, and disability. (Nasir, Rosebery, Warren, & Lee, 2006, p. 489)…”

mentioning

confidence: 99%

Five Wise Men: African American Males Using Urban Critical Literacy to Negotiate and Navigate Home and School in an Urban Setting

Wright

2017

Urban Education

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This study explores a psychosocial concept coined by the author referred to as “Urban Critical Literacy” (UCL). UCL is an emergent four-step strategy employed by five African American young men as they navigated their cultural worlds of home and school in an urban setting. Critical literacy is the theoretical conceptual framework that underlies this research. Data collected through individual and group interviews and direct observations of home and school are further grounded in constructivist theory to help guide the investigation and documentation of how the participants used UCL. The findings revealed that the participants employed UCL as a strategy to help navigate and negotiate peer pressure, styles of communication, dress, and stereotypes as well as school personnel’s unfavorable perceptions of them that can potentially impede their school success. The young men critically identified and reflected on these issues in ways that empowered them to make responsible decisions without jeopardizing their academic goals.

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Learning as a Cultural Process

Cited by 48 publications

References 49 publications

Personal Perspectives on the Emergence of the Learning Sciences: 1970s–2005

Personal Perspectives on the Emergence of the Learning Sciences: 1970s–2005

Social hållbarhet och scientific literacy i flerspråkiga naturvetenskapsklassrum

Five Wise Men: African American Males Using Urban Critical Literacy to Negotiate and Navigate Home and School in an Urban Setting

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