In order to broaden the conceptualizations of argument in science education, Bricker and Bell draw from diverse fields: the sociology of science, the learning sciences, and cognitive science to help practitioners think of new ways to bring argumentation into learning spaces while expanding what counts as scientific argument.
This chapter discusses variation in the organization of children’s involvement in cultural activities. In particular, we examine three widespread cultural traditions that organize children’s learning and participation in cultural activities: intent community participation, assembly-line instruction, and guided repetition. We argue that investigating the organization of children’s participation in routine activities offers a way to address the dynamic nature of repertoires of cultural practices—the formats of (inter)action with which individuals have experience and may take up, resist, and
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TEAM MEMBERS:
Barbara RogoffLeslie MooreBehnosh NajafiAmy DexterMarciela Correa-ChavezJocelyn Solis
Traditionally, collaborative technologies are intended to directly support joint, collaborative activity, taking their cues from communication and media. Here, empirical findings are presented about the types of information needs associated with the formation of a knowledge-building community among professional learning technology researchers. Several issues are outlined in designing, facilitating, supporting, and measuring knowledge-building activity in such as community of practice. It is argued that, rather than communication tools, a knowledge-building community is better served by
Learning to see inequity in science is critical to anyone who is actively encouraging young people to invest their education, career, and life in the discipline. If the culture of science is grossly inequitable, why should students take the risk of entering this discipline over careers in other arenas? Many scholarly publications from the fields of psychology, science education, and sociology have described inequities in science; proposed theoretical frameworks for understanding them; and explored practical strategies for addressing such inequities, but progress in jettisoning these inequities
This article examines how people learn by actively observing and "listening-in" on ongoing activities as they participate in shared endeavors. Keen observation and listening-in are especially valued and used in some cultural communities in which children are part of mature community activities. This intent participation also occurs in some settings (such as early language learning in the family) in communities that routinely segregate children from the full range of adult activities. However, in the past century some industrial societies have relied on a specialized form of instruction that
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TEAM MEMBERS:
Barbara RogoffRuth ParadiseRebeca Mejia ArauzMarciela Correra-ChavezCathy Angelillo
This poster was presented at the 2014 AISL PI Meeting held in Washington, DC. The project creates a STEM ecosystem in a severely under-resourced urban community. The Chicago Zoological Society, which operates Brookfield Zoo, is expanding a community partnership with Eden Place Nature Center in Chicago’s Fuller Park Neighborhood and offering a full suite of environmental science learning opportunities for teachers, youth, families, and adults. A research component is led by the University of Illinois at Chicago.
The notion that science is unified in one way or another dates back at least to Aristotle, though unity claims since then have been diverse and va riously motivated. By way of introduction to the modern discussion of unity, disunity, and integration, in this first section we examine five historical attempts to unify knowledge: Aristotle’s metaphysical and hierarchical unity; the Enlightenment project of the French Encyclopedists; the systematic unity of Naturphilosophen Lorenz Oken; the methodological unity of the Vienna School’s Encyclopedia of Unified Science; and finally, the organizational
Building on and extending existing research, this article proposes a 4-phase model of interest development. The model describes 4 phases in the development and deepening of learner interest: triggered situational interest, maintained situational interest, emerging (less-developed) individual interest, and well-developed individual interest. Affective as well as cognitive factors are considered. Educational implications of the proposed model are identified.
Positive affect systematically influences performance on many cognitive tasks. A new neuropsychological theory is proposed that accounts for many of these effects by assuming that positive affect is associated with increased brain dopamine levels. The theory predicts or accounts for influence of positive affect on olfaction, the consolidation of long-term (ie. episodic) memories, working memory, and creative problem solving. For example, the theory assumes that creative problem solving is improved, in part, because increased dopamine release in the anterior cingulate improves cognitive
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TEAM MEMBERS:
F. Gregory AshbyAlice IsenAnd U. Turken
This study investigated the effectiveness of a combined museum and classroom intervention project on science learning in low-income children. The focus of the program was on children's content knowledge and concept complexity. Thirty children were in the experimental group. A control group of 18 children visited literacy and social studies exhibits at the museum. Results indicate that children in the experimental group learned content knowledge about the components of bubbles and the definition of a current. Although children in the experimental group exhibited more complex concepts about
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TEAM MEMBERS:
Harriet TenenbaumGabrielle Rappolt-SchlichtmannVirginia Vogel Zanger
This longitudinal research used a sociocultural perspective to examine planning competence in the everyday experiences of European American and Latino children from 7 to 9 years of age. Data on children's participation in planning their activities outside of school, parental expectations about children's planning competence, and children's planning in the classroom were collected yearly from Grades 2 to 4 from 140 children and their mothers, and the children's teachers. Results indicate that decision-making practices and parental expectations change with development and vary by ethnicity
Archaeology education activities in informal science learning settings are an underutilized, but effective strategy for teaching science inquiry skills in socially and culturally relevant contexts. This project investigated the potential for archaeological content and inquiry strategies to help informal science learning institutions increase learning with diverse ISE audiences. The project was based on foundational research for the development of a national research framework for archaeology education and a plan for developing high-quality science learning opportunities for under-represented
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TEAM MEMBERS:
Michael BrodyJohn FisherJeanne MoeHelen Keremedjiev