Reconfiguring science education through caring human inquiry and design with pets

IF 3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of the Learning Sciences Pub Date : 2023-08-22 DOI:10.1080/10508406.2023.2228990

Priyanka Parekh, Joseph L. Polman, Shaun Kane, R. Benjamin Shapiro

{"title":"Reconfiguring science education through caring human inquiry and design with pets","authors":"Priyanka Parekh, Joseph L. Polman, Shaun Kane, R. Benjamin Shapiro","doi":"10.1080/10508406.2023.2228990","DOIUrl":null,"url":null,"abstract":"<p><b>ABSTRACT</b></p><h3>Background </h3><p>Natureculture (Fuentes, 2010; Haraway, 2003) constructs offer a powerful framework for science education to explore learners’ interactions with and understanding of the natural world. Technologies such as Augmented Reality (AR) designed to reveal pets’ sensory worlds and companionship with pets can facilitate learners’ harmonious relationships with significant others in naturecultures.</p><h3>Methods </h3><p>At a two-week virtual summer camp, we engaged teens in inquiring into dogs’ and cats’ senses using selective color filters, investigations, experience design projects, and understanding how the umwelt (von Uexküll, 2001) of pets impacts their lives with humans. We qualitatively analyzed participants’ talk, extensive notes, and projects completed at the workshop.</p><h3>Findings </h3><p>We found that teens engaged in the science and engineering practices of planning and carrying out investigations, constructing explanations and designing solutions, and questioning while investigating specific aspects of their pets’ lives. Further, we found that teens checking and taking pets’ perspectives while caring for them shaped their productive engagement in these practices. The relationship between pets and humans facilitated an ecological and relational approach to science learning.</p><h3>Contribution </h3><p>Our findings suggest that relational practices of caring and perspective-taking coexist with scientific practices and enrich scientific inquiry.</p>","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"38 2","pages":""},"PeriodicalIF":3.0000,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the Learning Sciences","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/10508406.2023.2228990","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

ABSTRACT

Background

Natureculture (Fuentes, 2010; Haraway, 2003) constructs offer a powerful framework for science education to explore learners’ interactions with and understanding of the natural world. Technologies such as Augmented Reality (AR) designed to reveal pets’ sensory worlds and companionship with pets can facilitate learners’ harmonious relationships with significant others in naturecultures.

Methods

At a two-week virtual summer camp, we engaged teens in inquiring into dogs’ and cats’ senses using selective color filters, investigations, experience design projects, and understanding how the umwelt (von Uexküll, 2001) of pets impacts their lives with humans. We qualitatively analyzed participants’ talk, extensive notes, and projects completed at the workshop.

Findings

We found that teens engaged in the science and engineering practices of planning and carrying out investigations, constructing explanations and designing solutions, and questioning while investigating specific aspects of their pets’ lives. Further, we found that teens checking and taking pets’ perspectives while caring for them shaped their productive engagement in these practices. The relationship between pets and humans facilitated an ecological and relational approach to science learning.

Contribution

Our findings suggest that relational practices of caring and perspective-taking coexist with scientific practices and enrich scientific inquiry.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

通过关爱人类与宠物的探究与设计重构科学教育

摘要背景自然文化（Fuentes，2010；Haraway，2003）为科学教育提供了一个强大的框架，以探索学习者与自然世界的互动和对自然世界的理解。增强现实（AR）等旨在揭示宠物感官世界和与宠物的友谊的技术可以促进学习者与自然文化中重要他人的和谐关系。方法在为期两周的虚拟夏令营中，我们让青少年使用选择性滤色器、调查、体验设计项目来探究狗和猫的感官，并了解宠物的umwelt（von Uexküll，2001）如何影响他们与人类的生活。我们对与会者的演讲、大量笔记和研讨会上完成的项目进行了定性分析。调查结果我们发现，青少年在调查宠物生活的特定方面时，参与了科学和工程实践，包括计划和进行调查、构建解释和设计解决方案，以及提问。此外，我们发现，青少年在照顾宠物的同时，会检查和接受宠物的观点，这塑造了他们在这些实践中富有成效的参与。宠物和人类之间的关系促进了科学学习的生态和关系方法。贡献我们的研究结果表明，关心和透视的关系实践与科学实践共存，丰富了科学探究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Journal of the Learning Sciences Multiple-

CiteScore

10.70

自引率

5.30%

发文量

期刊介绍： Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts. JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.