Pub Date : 2023-01-01DOI: 10.1080/10508406.2023.2179847
Mia S. Shaw, J. Coleman, E. E. Thomas, Y. Kafai
ABSTRACT Background Scholarship demonstrates that Black girls’ capacities to imagine possible futures in computing are constrained by narratives of white masculinity and misogynoir embedded within computing. Building on race critical code studies and identity-as-narrative theories, we examine restorying through Black womanist storytelling methodologies for integrating Black girls’ intersectional identities when designing and reimagining their computing futures. We ask: How might womanist storytelling methods support one Black girl in restorying possible computing futures? Methods We present a case focused on one study participant, Heather’s, restorying practices situated within a larger workshop wherein marginalized youth reimagined dominant narratives about computer science (CS). This was by creating interactive quilt patches using paper circuits and microcontrollers that challenged dominant narratives of white masculinity and misogynoir normalized throughout the field. Findings We see that restorying through womanist storytelling methods allowed Heather to (1) deconstruct narratives of white masculinity and misogynoir throughout CS education by centering Black women’s ways of knowing and doing, and (2) restory the past to enact possible CS futures and identities through computing. Contribution In the discussion, we address challenges and successes with integrating Black girls’ experiences with speculative methodologies in learning sciences research.
{"title":"Restorying a Black girl’s future: Using womanist storytelling methodologies to reimagine dominant narratives in computing education","authors":"Mia S. Shaw, J. Coleman, E. E. Thomas, Y. Kafai","doi":"10.1080/10508406.2023.2179847","DOIUrl":"https://doi.org/10.1080/10508406.2023.2179847","url":null,"abstract":"ABSTRACT Background Scholarship demonstrates that Black girls’ capacities to imagine possible futures in computing are constrained by narratives of white masculinity and misogynoir embedded within computing. Building on race critical code studies and identity-as-narrative theories, we examine restorying through Black womanist storytelling methodologies for integrating Black girls’ intersectional identities when designing and reimagining their computing futures. We ask: How might womanist storytelling methods support one Black girl in restorying possible computing futures? Methods We present a case focused on one study participant, Heather’s, restorying practices situated within a larger workshop wherein marginalized youth reimagined dominant narratives about computer science (CS). This was by creating interactive quilt patches using paper circuits and microcontrollers that challenged dominant narratives of white masculinity and misogynoir normalized throughout the field. Findings We see that restorying through womanist storytelling methods allowed Heather to (1) deconstruct narratives of white masculinity and misogynoir throughout CS education by centering Black women’s ways of knowing and doing, and (2) restory the past to enact possible CS futures and identities through computing. Contribution In the discussion, we address challenges and successes with integrating Black girls’ experiences with speculative methodologies in learning sciences research.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"2 1","pages":"52 - 75"},"PeriodicalIF":3.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85513224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/10508406.2022.2157177
Amanda R. Tachine, E. E. Thomas
{"title":"Early dawn toward imagining worlds","authors":"Amanda R. Tachine, E. E. Thomas","doi":"10.1080/10508406.2022.2157177","DOIUrl":"https://doi.org/10.1080/10508406.2022.2157177","url":null,"abstract":"","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"37 1","pages":"45 - 51"},"PeriodicalIF":3.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78211591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/10508406.2022.2154158
Kathleen Arada, A. Sánchez, P. Bell
ABSTRACT Background We examine the development of youth sociopolitical consciousness and agency in an eighth-grade science classroom as students of color engage in critical speculative design activities, exploring the multi-scalar, racial realities and possibilities of the science and engineering of pervasive digital technologies—specifically involving the entanglement of lightwaves and melanin in computer vision and artificial intelligence (AI) technologies. Methods Through case studies of two girls of color (ES and GS), we analyze the youths’ learning pathways across three instructional phases: threading practices (learners’ sociopolitical interpretation); weaving practices (learners’ coordination of multiple ways of knowing and being in relation to their interpretation); and patternmaking practices (learners’ visions of more just patterns, practices, and politics through speculative design). Findings Our analyses show how youth use their felt, cultural, and community knowledges, as well as their developing scientific knowledge of physics, to confront and analyze manifestations of racial bias in technologies. The findings highlight the significance of teachers’ pedagogical support and providing opportunities for meaningful transdisciplinary science investigations and speculative designing for more just and thriving futures. Contribution The Critical Speculative Design Pedagogy framework developed suggests how such activities in the classroom can cultivate equitable, expansive science learning that is consequential to youth and their communities.
{"title":"Youth as pattern makers for racial justice: How speculative design pedagogy in science can promote restorative futures through radical care practices","authors":"Kathleen Arada, A. Sánchez, P. Bell","doi":"10.1080/10508406.2022.2154158","DOIUrl":"https://doi.org/10.1080/10508406.2022.2154158","url":null,"abstract":"ABSTRACT Background We examine the development of youth sociopolitical consciousness and agency in an eighth-grade science classroom as students of color engage in critical speculative design activities, exploring the multi-scalar, racial realities and possibilities of the science and engineering of pervasive digital technologies—specifically involving the entanglement of lightwaves and melanin in computer vision and artificial intelligence (AI) technologies. Methods Through case studies of two girls of color (ES and GS), we analyze the youths’ learning pathways across three instructional phases: threading practices (learners’ sociopolitical interpretation); weaving practices (learners’ coordination of multiple ways of knowing and being in relation to their interpretation); and patternmaking practices (learners’ visions of more just patterns, practices, and politics through speculative design). Findings Our analyses show how youth use their felt, cultural, and community knowledges, as well as their developing scientific knowledge of physics, to confront and analyze manifestations of racial bias in technologies. The findings highlight the significance of teachers’ pedagogical support and providing opportunities for meaningful transdisciplinary science investigations and speculative designing for more just and thriving futures. Contribution The Critical Speculative Design Pedagogy framework developed suggests how such activities in the classroom can cultivate equitable, expansive science learning that is consequential to youth and their communities.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"1 1","pages":"76 - 109"},"PeriodicalIF":3.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79896520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/10508406.2022.2154159
J. Lizárraga
ABSTRACT Background Everyday digital technologies play an important role in mediating human activity that is socio-political and humanizing. The everyday cyborg engages in speculative fabulation that is about fantastical new world-making in times of multiple crises. The work presented in this article builds on previous projects that have examined how everyday cultural practices mediate consequential learning that is transformative for communities of color. Methods Two social design-based studies draw from ethnographic analysis of two teacher education courses as well as two after-school programs focusing on digital fabrication and making and tinkering. Participants included 22 undergraduate pre-service teachers and 10 middle school students from schools in Latinx communities. Findings Collaborative cyborg activity, where expertise is distributed, emerged as pre-service teachers and youth collectively engaged with everyday socio-political issues. This article highlights cyborg sociopolitical technical reconfigurations, where learners assembled ideational and material tools to craft objects of learning activity that went beyond those established by schooling and imagined new possible futures. Contribution Designing learning ecologies for the everyday cyborg, in this case pre-service teachers and non-dominant youth, fosters an engagement with everyday dilemmas in ways that serve as catalysts for further learning and the new world-making of speculative fabulation.
{"title":"Cyborg sociopolitical reconfigurations: Designing for speculative fabulation in learning","authors":"J. Lizárraga","doi":"10.1080/10508406.2022.2154159","DOIUrl":"https://doi.org/10.1080/10508406.2022.2154159","url":null,"abstract":"ABSTRACT Background Everyday digital technologies play an important role in mediating human activity that is socio-political and humanizing. The everyday cyborg engages in speculative fabulation that is about fantastical new world-making in times of multiple crises. The work presented in this article builds on previous projects that have examined how everyday cultural practices mediate consequential learning that is transformative for communities of color. Methods Two social design-based studies draw from ethnographic analysis of two teacher education courses as well as two after-school programs focusing on digital fabrication and making and tinkering. Participants included 22 undergraduate pre-service teachers and 10 middle school students from schools in Latinx communities. Findings Collaborative cyborg activity, where expertise is distributed, emerged as pre-service teachers and youth collectively engaged with everyday socio-political issues. This article highlights cyborg sociopolitical technical reconfigurations, where learners assembled ideational and material tools to craft objects of learning activity that went beyond those established by schooling and imagined new possible futures. Contribution Designing learning ecologies for the everyday cyborg, in this case pre-service teachers and non-dominant youth, fosters an engagement with everyday dilemmas in ways that serve as catalysts for further learning and the new world-making of speculative fabulation.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"27 1","pages":"21 - 44"},"PeriodicalIF":3.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77113247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/10508406.2023.2166764
Antero Garcia, Nicole Mirra
The concepts of time and place are often described in specific and concrete detail in scholarly analyses focused on the dire material consequences of systemic racism in formal education systems. As educational researchers, we are trained to pinpoint exactly where and when youth and communities are experiencing harm and to painstakingly document the particular mechanisms through which such harm accumulates (or lessens). Conversely, when it comes to both conceptualizing and achieving racially equitable outcomes in education, time and place areas much more blurrier and deferred. Discussion and implication sections of study write-ups that seek to challenge or describe disruptions to structural inequity vaguely gesture toward the necessity of massive transformation in education systems but acknowledge the limited vista within which current findings are framed. “There,” our field points, “Solutions to equity lie over there” ever further, perhaps just out of reach. Considerations of where and when beckon us toward an aspirational mirage of just and liberatory futures on our horizon. But what if our research demanded just futures now? What if we focused our theoretical and methodological lenses squarely on articulating and designing these desired horizons as a precondition for laboring within the incremental constraints of present conditions? This special issue seeks to begin answering this question by introducing and empirically exploring a paradigm of speculative education. As will become clear, speculative education is an exhortation to educational theory, research, and practice to think urgently and creatively about the worlds in which we currently find ourselves and the worlds we can learn to create. Thus, we invite you to join us in some initial musings about the origins of this framework (and special issue) as a prelude to the research itself.
{"title":"Other suns: Designing for racial equity through speculative education","authors":"Antero Garcia, Nicole Mirra","doi":"10.1080/10508406.2023.2166764","DOIUrl":"https://doi.org/10.1080/10508406.2023.2166764","url":null,"abstract":"The concepts of time and place are often described in specific and concrete detail in scholarly analyses focused on the dire material consequences of systemic racism in formal education systems. As educational researchers, we are trained to pinpoint exactly where and when youth and communities are experiencing harm and to painstakingly document the particular mechanisms through which such harm accumulates (or lessens). Conversely, when it comes to both conceptualizing and achieving racially equitable outcomes in education, time and place areas much more blurrier and deferred. Discussion and implication sections of study write-ups that seek to challenge or describe disruptions to structural inequity vaguely gesture toward the necessity of massive transformation in education systems but acknowledge the limited vista within which current findings are framed. “There,” our field points, “Solutions to equity lie over there” ever further, perhaps just out of reach. Considerations of where and when beckon us toward an aspirational mirage of just and liberatory futures on our horizon. But what if our research demanded just futures now? What if we focused our theoretical and methodological lenses squarely on articulating and designing these desired horizons as a precondition for laboring within the incremental constraints of present conditions? This special issue seeks to begin answering this question by introducing and empirically exploring a paradigm of speculative education. As will become clear, speculative education is an exhortation to educational theory, research, and practice to think urgently and creatively about the worlds in which we currently find ourselves and the worlds we can learn to create. Thus, we invite you to join us in some initial musings about the origins of this framework (and special issue) as a prelude to the research itself.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"16 1","pages":"1 - 20"},"PeriodicalIF":3.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77317320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1080/10508406.2022.2157178
Leigh Patel
I tossed this ball to a small class of four graduate students enrolled in a 2022 Critical Policy Analysis class. It matters less which programs they were enrolled, what their specific attraction to policy were. It very much mattered that they had told me, “whatever the midterm is, we want to do it together.” It matters very much that these four people and I had been able to create a space in which “how are you?” was a question, not a fly-by greeting and exit. We came to know a good deal about each other, with a living syllabus whose readings and topics were informed by their specific interests in education policy. In essence, we had formed more of a community workshop than a graduate course. It seemed like an opportune place to offer an analog game for the midterm To my question, they answered in resounding “Yes!” One person said, “I don’t really know what that means, but I’m excited to try it!” After class and for a few days, I furrowed my brow, paced around house, and kept wondering what I was going to design. What does it mean do to “design” a game? What had I gotten myself into? I offered this rather unusual assignment soon after I was able to participate in an enlivening workshop led by outdoor educator and analog game designer, Jeeyon Shim. As part of a speculative education conference, organized by Nicole Mirra and Antero Garcia. Over the course of a short amount of time, Jeeyon guided roughly a dozen educators and educational researchers through how important games are to beings of all ages and forms and how they are also a place where world-making can happen. We all created tiny homes during the workshop with Jeeyon, sharing one by one, pieces of our world. In the sharing, we came to know so much about each other that likely would not have surfaced had we not had about 15 minutes to gather items, small enough to fit into a confined material space, and big enough to illustrate wishes, desires, worries, and essentials for our respective worlds. As Templeton (2020) lifts up in their work that troubles adult’s gaze of
{"title":"Critical policy analysis and gameplay","authors":"Leigh Patel","doi":"10.1080/10508406.2022.2157178","DOIUrl":"https://doi.org/10.1080/10508406.2022.2157178","url":null,"abstract":"I tossed this ball to a small class of four graduate students enrolled in a 2022 Critical Policy Analysis class. It matters less which programs they were enrolled, what their specific attraction to policy were. It very much mattered that they had told me, “whatever the midterm is, we want to do it together.” It matters very much that these four people and I had been able to create a space in which “how are you?” was a question, not a fly-by greeting and exit. We came to know a good deal about each other, with a living syllabus whose readings and topics were informed by their specific interests in education policy. In essence, we had formed more of a community workshop than a graduate course. It seemed like an opportune place to offer an analog game for the midterm To my question, they answered in resounding “Yes!” One person said, “I don’t really know what that means, but I’m excited to try it!” After class and for a few days, I furrowed my brow, paced around house, and kept wondering what I was going to design. What does it mean do to “design” a game? What had I gotten myself into? I offered this rather unusual assignment soon after I was able to participate in an enlivening workshop led by outdoor educator and analog game designer, Jeeyon Shim. As part of a speculative education conference, organized by Nicole Mirra and Antero Garcia. Over the course of a short amount of time, Jeeyon guided roughly a dozen educators and educational researchers through how important games are to beings of all ages and forms and how they are also a place where world-making can happen. We all created tiny homes during the workshop with Jeeyon, sharing one by one, pieces of our world. In the sharing, we came to know so much about each other that likely would not have surfaced had we not had about 15 minutes to gather items, small enough to fit into a confined material space, and big enough to illustrate wishes, desires, worries, and essentials for our respective worlds. As Templeton (2020) lifts up in their work that troubles adult’s gaze of","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"4 1","pages":"137 - 142"},"PeriodicalIF":3.8,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88693490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.1080/10508406.2022.2144736
Antti Rajala, M. Cole, M. Esteban-Guitart
ABSTRACT Background This article explores the methodological foundations for a utopian methodology as a form of Design-Based Intervention Research (DBR) that can guide the process of envisioning, implementing, sustaining, and critically evaluating the more radical forms of educational activity systems that prefigure the utopian goal of an equitable and humane education system. Methods We examine, guided by a utopian methodology lens, the examples from three national traditions for designing and implementing equitable educational activities. Each illuminates critical phases in the process of conducting DBR, combining social theory and cultural-historical activity theory. Findings We propose methodological principles for a utopian methodology as a form of DBR: a) Some conditions for sustaining and re-generating the utopian goal should be explicitly considered; b) Examine the recurring challenges to viability and achievability of the utopian design in its learning ecology that emerge for observation over multiple times scales; c) Self-critique and collaborative re-design for a new iteration. Contribution Taken as an ensemble, the cases analyzed here illustrate the broad usefulness of the utopian methodology that we propose in order to maintain the light of the utopian goal and challenge domestication process embedded in any process of change and transformation of the status quo.
{"title":"Utopian methodology: Researching educational interventions to promote equity over multiple timescales","authors":"Antti Rajala, M. Cole, M. Esteban-Guitart","doi":"10.1080/10508406.2022.2144736","DOIUrl":"https://doi.org/10.1080/10508406.2022.2144736","url":null,"abstract":"ABSTRACT Background This article explores the methodological foundations for a utopian methodology as a form of Design-Based Intervention Research (DBR) that can guide the process of envisioning, implementing, sustaining, and critically evaluating the more radical forms of educational activity systems that prefigure the utopian goal of an equitable and humane education system. Methods We examine, guided by a utopian methodology lens, the examples from three national traditions for designing and implementing equitable educational activities. Each illuminates critical phases in the process of conducting DBR, combining social theory and cultural-historical activity theory. Findings We propose methodological principles for a utopian methodology as a form of DBR: a) Some conditions for sustaining and re-generating the utopian goal should be explicitly considered; b) Examine the recurring challenges to viability and achievability of the utopian design in its learning ecology that emerge for observation over multiple times scales; c) Self-critique and collaborative re-design for a new iteration. Contribution Taken as an ensemble, the cases analyzed here illustrate the broad usefulness of the utopian methodology that we propose in order to maintain the light of the utopian goal and challenge domestication process embedded in any process of change and transformation of the status quo.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"13 1","pages":"110 - 136"},"PeriodicalIF":3.8,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78007918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-10DOI: 10.1080/10508406.2022.2114833
Tesha Sengupta-Irving, Lauren Vogelstein, C. Brady, Emily Phillips Galloway
ABSTRACT Background Makerspaces are proliferating U.S. public schools and libraries. Few studies, however, take an in situ view on the pedagogical moves of mentors, and fewer still engage with ideologies of race and class therein. Without this, principles of pedagogy or design that build toward expansive learning for racially minoritized youth will remain elusive. Methods Semi-structured interviews and fieldnotes of mentors in a U.S. public library makerspace were taken over six weeks (n = 12). The mentors were predominantly white and all were professional artists/creatives; teen patrons were predominantly racially minoritized. Findings Three recurring pedagogical moves surfaced through the interplay of prolepsis and telos as an interpretive lens. We identify how mentor history/memory and future imaginings of youth as adult creatives—both of which intersect with ideologies of race and class—shape their mediation of learning. Contributions 1) Documentation of specific pedagogical moves that extend efforts to name the work of mentors; 2) Presentation of prolepsis and telos as a lens to recover the power of imagination in pedagogy; and 3) Extension of how prolepsis is used to the study human learning and development by bringing it in contact with the study of ideologies among educators.
{"title":"Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning","authors":"Tesha Sengupta-Irving, Lauren Vogelstein, C. Brady, Emily Phillips Galloway","doi":"10.1080/10508406.2022.2114833","DOIUrl":"https://doi.org/10.1080/10508406.2022.2114833","url":null,"abstract":"ABSTRACT Background Makerspaces are proliferating U.S. public schools and libraries. Few studies, however, take an in situ view on the pedagogical moves of mentors, and fewer still engage with ideologies of race and class therein. Without this, principles of pedagogy or design that build toward expansive learning for racially minoritized youth will remain elusive. Methods Semi-structured interviews and fieldnotes of mentors in a U.S. public library makerspace were taken over six weeks (n = 12). The mentors were predominantly white and all were professional artists/creatives; teen patrons were predominantly racially minoritized. Findings Three recurring pedagogical moves surfaced through the interplay of prolepsis and telos as an interpretive lens. We identify how mentor history/memory and future imaginings of youth as adult creatives—both of which intersect with ideologies of race and class—shape their mediation of learning. Contributions 1) Documentation of specific pedagogical moves that extend efforts to name the work of mentors; 2) Presentation of prolepsis and telos as a lens to recover the power of imagination in pedagogy; and 3) Extension of how prolepsis is used to the study human learning and development by bringing it in contact with the study of ideologies among educators.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"1 1 1","pages":"211 - 249"},"PeriodicalIF":3.8,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79640366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-22DOI: 10.1080/10508406.2022.2120398
Antonia Larrain, V. Grau, María José Barrera, P. Freire, Patricia López, Sebastián Verdugo, Marisol Gómez, Francisca Ramírez, Gabriel Sánchez
ABSTRACT Empirical evidence demonstrates the effect of productive failure (Kapur, 2008) on disciplinary knowledge. However, there is no clear theoretical explanation for why this is the case. Empirical evidence on argumentation and education shows the impact of curricular embedded deliberative argumentation on learning. However, these two trends of research have been mainly isolated, with insufficient synergy. Through the analysis of a group of sixth-graders collaborating around problems of natural selection, the aim of this paper is the theoretical exploration of the process of learning in productive failure designs through a focus on argumentative peer dialogue. The paper proposes an articulation of these two fields of research (productive failure and argumentation), which sheds light on both the learning dynamics in productive failure settings and the relevant insights for argumentative designs. The new possibilities for empirical research on learning through peer interaction opened up by these interconnected fields of research are proposed and discussed.
{"title":"Productive failure and learning through argumentation: Building a bridge between two research traditions to understand the process of peer learning","authors":"Antonia Larrain, V. Grau, María José Barrera, P. Freire, Patricia López, Sebastián Verdugo, Marisol Gómez, Francisca Ramírez, Gabriel Sánchez","doi":"10.1080/10508406.2022.2120398","DOIUrl":"https://doi.org/10.1080/10508406.2022.2120398","url":null,"abstract":"ABSTRACT Empirical evidence demonstrates the effect of productive failure (Kapur, 2008) on disciplinary knowledge. However, there is no clear theoretical explanation for why this is the case. Empirical evidence on argumentation and education shows the impact of curricular embedded deliberative argumentation on learning. However, these two trends of research have been mainly isolated, with insufficient synergy. Through the analysis of a group of sixth-graders collaborating around problems of natural selection, the aim of this paper is the theoretical exploration of the process of learning in productive failure designs through a focus on argumentative peer dialogue. The paper proposes an articulation of these two fields of research (productive failure and argumentation), which sheds light on both the learning dynamics in productive failure settings and the relevant insights for argumentative designs. The new possibilities for empirical research on learning through peer interaction opened up by these interconnected fields of research are proposed and discussed.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"17 1","pages":"673 - 688"},"PeriodicalIF":3.8,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87773453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-20DOI: 10.1080/10508406.2022.2105649
Jihyun Chakrin, T. Campbell
ABSTRACT Background In the context of recent research in science education and continued struggles to understand how best to support science teachers, epistemological frames, made up of sets of epistemological resources teachers activate, have emerged as an important focus of research. However, at the time of this writing no research was available to identify the epistemological frames activated by preservice science teachers (PSTs). Methods In this research, using qualitative research methods, we studied and applied a coding scheme to identify 10 PSTs’ epistemological framing in their early teaching as part of a science teaching methods course. Three observations and three interviews of each PST served as primary data sources. Findings We found three main epistemological frames activated. Further, we identified the contexts in which these frames were activated, where contexts can be understood as situations characterized by different possible dimensions within which resources are activated. We also described dynamics noted by PSTs related to the activation of specific epistemological resources and identified frames. Contribution This research is a relatively new application of the epistemological framing framework that has potential to help science teacher educators better understand and support PST learning and practice.
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