The National Science Foundation and other funding agencies are increasingly requiring broader impacts in grant applications to encourage US scientists to contribute to science education and society. Concurrently, national science education standards are using more inquiry-based learning (IBL) to increase students’ capacity for abstract, conceptual thinking applicable to real-world problems. Scientists are particularly well suited to engage in broader impacts via science inquiry outreach, because scientific research is inherently an inquiry-based process. We provide a practical guide to help
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TEAM MEMBERS:
Lisa KomoroskeSarah HameedAmber SzoboszlaiAmanda NewsomSusan Williams
The focus of this paper is to turn our attention to the arts as an understudied area within the computer-supported collaborative learning community and examine how studying the learning of arts and programming can open new avenues of research. We document, describe, and analyze urban youths’ media arts practices within the context of the design studio, particularly by focusing on how collaboration, computation, and creativity play out within this context. We utilize a mixed methods design that draws upon three approaches: (1) participant observations; (2) media arts object analyses; and (3)
Connected learning is an educational approach designed to make learning relevant to students, creating a deeper form of learning and understanding that will help students become life-long learners who will grow and thrive in school, work and life. Afterschool programs have long been implementing this approach that ties together students interests, peer networks and academic pursuits. This report explores the benefits of using a connected learning approach, the variety of ways afterschool programs are offering connected learning opportunities to engage students in learning, and shares ideas on
In this article, we present a model for thinking about how learning settings provide resources for the development of the practice-linked identities of participants, drawing on data from a study on an African American high school track and field team. What does it mean to make an identity available in the context of a learning setting? In this article, we draw on current theories in anthropology, psychology, sociology, and sociocultural theory to develop a conceptual frame that might be helpful in addressing these questions. We focus on how individuals are offered (and how they take up)