Pub Date : 2022-05-27DOI: 10.1080/10508406.2021.2024433
Kevin Cherbow, Katherine L. McNeill
ABSTRACT Background Teachers need to make sense of curricular materials and design instruction to ensure students will be positioned to pursue their own arc of inquiry in curriculum enactment. Whole-group discussions are crucial opportunities for curricular sensemaking, yet planning and enactment can be challenging. Methods We used a single, revelatory case study approach with one focal teacher to research curricular sensemaking for epistemic agency in storyline materials. We identified episodes of pedagogical reasoning for epistemic agency in the teacher’s pre- and post-interview responses and participation in discussion planning cycles (DPCs). This analysis revealed the recurrent sources of tension and ambiguity that the teacher grappled with concerning epistemic agency. Findings The teacher made sense of two key sources of tension: curricular coherence and student coherence-seeking; equitable participation and incremental building of ideas; and one source of ambiguity: uniform or variable form(s) of epistemic agency in different discussion types. The teacher grappled with these tensions and ambiguity and learned to leverage them to position students with epistemic agency in their learning. Contribution The teacher engaged in curricular sensemaking for epistemic agency. This form of sensemaking involves the teacher’s efforts to engage with students’ emergent ideas and participation in their use of curricular materials.
{"title":"Planning for student-driven discussions: A revelatory case of curricular sensemaking for epistemic agency","authors":"Kevin Cherbow, Katherine L. McNeill","doi":"10.1080/10508406.2021.2024433","DOIUrl":"https://doi.org/10.1080/10508406.2021.2024433","url":null,"abstract":"ABSTRACT Background Teachers need to make sense of curricular materials and design instruction to ensure students will be positioned to pursue their own arc of inquiry in curriculum enactment. Whole-group discussions are crucial opportunities for curricular sensemaking, yet planning and enactment can be challenging. Methods We used a single, revelatory case study approach with one focal teacher to research curricular sensemaking for epistemic agency in storyline materials. We identified episodes of pedagogical reasoning for epistemic agency in the teacher’s pre- and post-interview responses and participation in discussion planning cycles (DPCs). This analysis revealed the recurrent sources of tension and ambiguity that the teacher grappled with concerning epistemic agency. Findings The teacher made sense of two key sources of tension: curricular coherence and student coherence-seeking; equitable participation and incremental building of ideas; and one source of ambiguity: uniform or variable form(s) of epistemic agency in different discussion types. The teacher grappled with these tensions and ambiguity and learned to leverage them to position students with epistemic agency in their learning. Contribution The teacher engaged in curricular sensemaking for epistemic agency. This form of sensemaking involves the teacher’s efforts to engage with students’ emergent ideas and participation in their use of curricular materials.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"86 1","pages":"408 - 457"},"PeriodicalIF":3.8,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84098316","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 : 2022-02-28DOI: 10.1080/10508406.2022.2032071
Nesra Yannier, K. Crowley, Youngwook Do, S. Hudson, K. Koedinger
ABSTRACT Background Museum exhibits encourage exploration with physical materials typically with minimal signage or guidance. Ideally children get interactive support as they explore, but it is not always feasible to have knowledgeable staff regularly present. Technology-based interactive support can provide guidance to help learners achieve scientific understanding for how and why things work and engineering skills for designing and constructing useful artifacts and for solving important problems. We have developed an innovative AI-based technology, Intelligent Science Exhibits that provide interactive guidance to visitors of an inquiry-based science exhibit. Methods We used this technology to investigate alternative views of appropriate levels of guidance in exhibits. We contrasted visitor engagement and learning from interaction with an Intelligent Science Exhibit to a matched conventional exhibit. Findings We found evidence that the Intelligent Science Exhibit produces substantially better learning for both scientific and engineering outcomes, equivalent levels of self-reported enjoyment, and higher levels of engagement as measured by the length of time voluntarily spent at the exhibit. Contribution These findings show potential for transforming hands-on museum exhibits with intelligent science exhibits and more generally indicate how providing children with feedback on their predictions and scientific explanations enhances their learning and engagement.
{"title":"Intelligent science exhibits: Transforming hands-on exhibits into mixed-reality learning experiences","authors":"Nesra Yannier, K. Crowley, Youngwook Do, S. Hudson, K. Koedinger","doi":"10.1080/10508406.2022.2032071","DOIUrl":"https://doi.org/10.1080/10508406.2022.2032071","url":null,"abstract":"ABSTRACT Background Museum exhibits encourage exploration with physical materials typically with minimal signage or guidance. Ideally children get interactive support as they explore, but it is not always feasible to have knowledgeable staff regularly present. Technology-based interactive support can provide guidance to help learners achieve scientific understanding for how and why things work and engineering skills for designing and constructing useful artifacts and for solving important problems. We have developed an innovative AI-based technology, Intelligent Science Exhibits that provide interactive guidance to visitors of an inquiry-based science exhibit. Methods We used this technology to investigate alternative views of appropriate levels of guidance in exhibits. We contrasted visitor engagement and learning from interaction with an Intelligent Science Exhibit to a matched conventional exhibit. Findings We found evidence that the Intelligent Science Exhibit produces substantially better learning for both scientific and engineering outcomes, equivalent levels of self-reported enjoyment, and higher levels of engagement as measured by the length of time voluntarily spent at the exhibit. Contribution These findings show potential for transforming hands-on museum exhibits with intelligent science exhibits and more generally indicate how providing children with feedback on their predictions and scientific explanations enhances their learning and engagement.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"343 1","pages":"335 - 368"},"PeriodicalIF":3.8,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76400329","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 : 2022-01-27DOI: 10.1080/10508406.2021.2024834
S. M. Calor, Rijkje Dekker, J. van Drie, M. Volman
Abstract Background Supporting students during collaborative learning in mathematics is challenging for teachers. We developed the Small-Group Scaffolding Tool (SGS-Tool) to assist teachers regarding how and when to offer support. The tool is based on three characteristics of scaffolding small groups at the group level: contingency to the group, phasing out content support when the group can continue independently, and transferring responsibility for learning to the group. Method We investigated whether the scaffolding behavior of teachers using the SGS-Tool was more adapted to the group level than that of teachers not using the tool. Participants were four teachers and their seventh grade classes. The topic was Early Algebra. We analyzed teachers’ scaffolding behavior with one group during five lessons. Findings The SGS-Tool offered teachers support when the groups discussed mathematics, but adaptations of the tool are needed. Overall, the SGS-Tool seems to be a promising tool for supporting mathematics teachers in scaffolding groups at the group level. Contribution Our study provides insight into what scaffolding small groups at the group level entails and how teachers can apply it.
{"title":"Scaffolding small groups at the group level: Improving the scaffolding behavior of mathematics teachers during mathematical discussions","authors":"S. M. Calor, Rijkje Dekker, J. van Drie, M. Volman","doi":"10.1080/10508406.2021.2024834","DOIUrl":"https://doi.org/10.1080/10508406.2021.2024834","url":null,"abstract":"Abstract Background Supporting students during collaborative learning in mathematics is challenging for teachers. We developed the Small-Group Scaffolding Tool (SGS-Tool) to assist teachers regarding how and when to offer support. The tool is based on three characteristics of scaffolding small groups at the group level: contingency to the group, phasing out content support when the group can continue independently, and transferring responsibility for learning to the group. Method We investigated whether the scaffolding behavior of teachers using the SGS-Tool was more adapted to the group level than that of teachers not using the tool. Participants were four teachers and their seventh grade classes. The topic was Early Algebra. We analyzed teachers’ scaffolding behavior with one group during five lessons. Findings The SGS-Tool offered teachers support when the groups discussed mathematics, but adaptations of the tool are needed. Overall, the SGS-Tool seems to be a promising tool for supporting mathematics teachers in scaffolding groups at the group level. Contribution Our study provides insight into what scaffolding small groups at the group level entails and how teachers can apply it.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"41 1","pages":"369 - 407"},"PeriodicalIF":3.8,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74200709","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 : 2022-01-01DOI: 10.1080/10508406.2021.1999817
K. Sheridan, Xiaorong Zhang, A. Konopasky
ABSTRACT Background In studio art, students are expected to be highly agentive—to engage in creative processes to form personalized representations of ideas, yet we lack knowledge on how teachers support their agency. Approaching agency as co-constructed practices across temporal dimensions, we examine how teachers shift between autonomy-supportive and directive approaches, building students’ artistic agency. Methods Secondary qualitative analysis of video-recordings (49 hours) of four teachers’ studio art classes in two arts-intensive high schools used observational frameworks on autonomy-support, theoretical constructs of spaces of authoring and temporal orientations to agency, and functional linguistic agency markers. Findings Studio teaching is primarily autonomy-supportive, but teachers strategically shift their enacted and linguistic practices to directive approaches, such as commands and constraints, taking control over parts of the creative process to build students’ artistic agency. Contribution Our work on teachers co-constructing artistic agency with students adds nuance to accounts of how teachers support agency, particularly forms of direction on open-ended problems. Our theoretical lens of the temporal process of agency and methodological approach of attending to enacted and linguistic practices and to when teachers shift to and away from directiveness, could be used in other learning settings to examine how agency is co-constructed.
{"title":"Strategic shifts: How studio teachers use direction and support to build learner agency in the figured world of visual art","authors":"K. Sheridan, Xiaorong Zhang, A. Konopasky","doi":"10.1080/10508406.2021.1999817","DOIUrl":"https://doi.org/10.1080/10508406.2021.1999817","url":null,"abstract":"ABSTRACT Background In studio art, students are expected to be highly agentive—to engage in creative processes to form personalized representations of ideas, yet we lack knowledge on how teachers support their agency. Approaching agency as co-constructed practices across temporal dimensions, we examine how teachers shift between autonomy-supportive and directive approaches, building students’ artistic agency. Methods Secondary qualitative analysis of video-recordings (49 hours) of four teachers’ studio art classes in two arts-intensive high schools used observational frameworks on autonomy-support, theoretical constructs of spaces of authoring and temporal orientations to agency, and functional linguistic agency markers. Findings Studio teaching is primarily autonomy-supportive, but teachers strategically shift their enacted and linguistic practices to directive approaches, such as commands and constraints, taking control over parts of the creative process to build students’ artistic agency. Contribution Our work on teachers co-constructing artistic agency with students adds nuance to accounts of how teachers support agency, particularly forms of direction on open-ended problems. Our theoretical lens of the temporal process of agency and methodological approach of attending to enacted and linguistic practices and to when teachers shift to and away from directiveness, could be used in other learning settings to examine how agency is co-constructed.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"1 1","pages":"14 - 42"},"PeriodicalIF":3.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89696722","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 : 2022-01-01DOI: 10.1080/10508406.2022.2027715
Dor Abrahamson, Vincent Aleven, Lara Appleby, Golnaz Arastoopour Irgens, Alayne Armstrong, Flavio Azevedo, Michael Baker, Megan Bang, Brigid Barron, J. Beishuizen, Gautam Biswas, Angela Booker, Melissa Braaten, C. Brady, Leah A. Bricker, Susan M. Bridges, Angela Calabrese Barton, Todd Campbell, H. Carlone, Teresa Ceratto-Pargman, Carol Chan, M. Chauraya, Grace Chen, Ying-Chih Chen, Britte Cheng, Cynthia Carter Ching, C. Chinn, Douglas Clark
Dor Abrahamson Vincent Aleven Lara Appleby Golnaz Arastoopour Irgens Alayne Armstrong Flávio Azevedo Michael Baker Megan Bang Brigid Barron Jos Beishuizen Gautam Biswas Angela Booker Melissa Braaten Corey Brady Leah Bricker Susan Margaret Bridges Angela Calabrese Barton Todd Campbell Heidi Carlone Teresa Ceratto-Pargman Carol Chan Million Chauraya Grace Chen Ying-Chih Chen Britte Cheng Cynthia Carter Ching Clark Chinn Douglas Clark JOURNAL OF THE LEARNING SCIENCES 2022, VOL. 31, NO. 1, i–v https://doi.org/10.1080/10508406.2022.2027715
{"title":"List of Guest Reviewers in 2021","authors":"Dor Abrahamson, Vincent Aleven, Lara Appleby, Golnaz Arastoopour Irgens, Alayne Armstrong, Flavio Azevedo, Michael Baker, Megan Bang, Brigid Barron, J. Beishuizen, Gautam Biswas, Angela Booker, Melissa Braaten, C. Brady, Leah A. Bricker, Susan M. Bridges, Angela Calabrese Barton, Todd Campbell, H. Carlone, Teresa Ceratto-Pargman, Carol Chan, M. Chauraya, Grace Chen, Ying-Chih Chen, Britte Cheng, Cynthia Carter Ching, C. Chinn, Douglas Clark","doi":"10.1080/10508406.2022.2027715","DOIUrl":"https://doi.org/10.1080/10508406.2022.2027715","url":null,"abstract":"Dor Abrahamson Vincent Aleven Lara Appleby Golnaz Arastoopour Irgens Alayne Armstrong Flávio Azevedo Michael Baker Megan Bang Brigid Barron Jos Beishuizen Gautam Biswas Angela Booker Melissa Braaten Corey Brady Leah Bricker Susan Margaret Bridges Angela Calabrese Barton Todd Campbell Heidi Carlone Teresa Ceratto-Pargman Carol Chan Million Chauraya Grace Chen Ying-Chih Chen Britte Cheng Cynthia Carter Ching Clark Chinn Douglas Clark JOURNAL OF THE LEARNING SCIENCES 2022, VOL. 31, NO. 1, i–v https://doi.org/10.1080/10508406.2022.2027715","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"73 1","pages":"i - v"},"PeriodicalIF":3.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75985275","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 : 2022-01-01DOI: 10.1080/10508406.2022.2025813
Palmyre Pierroux, Rolf Steier, S. Ludvigsen
Abstract Background Studies of group creativity have focused on adults acting in professional settings, with less attention paid to how adolescents collaborate in groups in creative activities. Building on sociocultural perspectives on imagination as a complex capacity in adolescence, this study examines students’ creative-imagining processes and the role of peer influence in group collaboration. Methods The setting of the study is a two-day museum-led workshop on the topic of architecture, which was produced for a national touring program for middle schools. Video data of students’ collaborative interactions comprise the primary data for the analysis. Findings The study identifies material, institutional and relational aspects of group creativity in adolescence. A key finding is how creative influence is socially negotiated when merit-based knowledge and authority in an art domain are not valued. The study also finds that students’ interactions in creative activity may be viewed as evidence of learning processes even without consensus in the group. Contributions This research contributes new understandings of adolescents’ creative-imagining processes and creative influence in arts-based learning activities in middle school. Principles for arts-based learning designs are presented:the appropriateness of materials; designing for knowledge dependency in open-ended tasks; and facilitating productive forms of creative influence.
{"title":"Group creativity in adolescence: Relational, material and institutional dimensions of creative collaboration","authors":"Palmyre Pierroux, Rolf Steier, S. Ludvigsen","doi":"10.1080/10508406.2022.2025813","DOIUrl":"https://doi.org/10.1080/10508406.2022.2025813","url":null,"abstract":"Abstract Background Studies of group creativity have focused on adults acting in professional settings, with less attention paid to how adolescents collaborate in groups in creative activities. Building on sociocultural perspectives on imagination as a complex capacity in adolescence, this study examines students’ creative-imagining processes and the role of peer influence in group collaboration. Methods The setting of the study is a two-day museum-led workshop on the topic of architecture, which was produced for a national touring program for middle schools. Video data of students’ collaborative interactions comprise the primary data for the analysis. Findings The study identifies material, institutional and relational aspects of group creativity in adolescence. A key finding is how creative influence is socially negotiated when merit-based knowledge and authority in an art domain are not valued. The study also finds that students’ interactions in creative activity may be viewed as evidence of learning processes even without consensus in the group. Contributions This research contributes new understandings of adolescents’ creative-imagining processes and creative influence in arts-based learning activities in middle school. Principles for arts-based learning designs are presented:the appropriateness of materials; designing for knowledge dependency in open-ended tasks; and facilitating productive forms of creative influence.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"18 1","pages":"107 - 137"},"PeriodicalIF":3.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80106678","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 : 2022-01-01DOI: 10.1080/10508406.2022.2029127
Erica Halverson, K. Sawyer
In this special issue we argue that the arts are central to our understanding of learning and knowing and therefore of crucial importance to the learning sciences, even though our field is primarily known for its studies of learning in STEM fields. We see the origins of importance of the arts beginning about 20 years ago, when STEM education policy increasingly began to emphasize creative thinking. The increasing interest in STEM creativity is connected to the perceived economic need to foster creativity and innovation in graduates (e.g., OECD, 2008). This shift has provided a fruitful context to re-insert the arts into conversations about what counts in education as more than just decorative add-ons to make STEM learning more appealing to students. In fact, the arts can transform STEM teaching and learning by highlighting creativity, innovation, and problem solving as core practices (Stewart, Mueller, & Tippins, 2019). This special issue brings the arts to our learning sciences colleagues through a focus on creative practices both for their own sake and in how they connect to more familiar STEM learning outcomes. The four articles and the concluding commentary make intellectual contributions that bring together recent research developments related to creativity and the arts, including articles that analyze visual arts (in school classrooms), dance (in out-of-school learning environments), and architecture design (in a museum) as valued sites for learning. The arts play a large role in our goal, as learning scientists, to reimagine teaching and learning. Taking up Gloria Ladson-Billings’ call for a “hard reset” on education (2021), this special issue puts forward the bold claim that arts practices can serve as new models for learning that align with the latest learning sciences research. Arts practice provides us with new ways to advance cognitive, social, cultural, and historical perspectives on learning, showing ways to redesign learning environments that work for all children. We assembled this special issue in the spirit of
{"title":"Learning in and through the arts","authors":"Erica Halverson, K. Sawyer","doi":"10.1080/10508406.2022.2029127","DOIUrl":"https://doi.org/10.1080/10508406.2022.2029127","url":null,"abstract":"In this special issue we argue that the arts are central to our understanding of learning and knowing and therefore of crucial importance to the learning sciences, even though our field is primarily known for its studies of learning in STEM fields. We see the origins of importance of the arts beginning about 20 years ago, when STEM education policy increasingly began to emphasize creative thinking. The increasing interest in STEM creativity is connected to the perceived economic need to foster creativity and innovation in graduates (e.g., OECD, 2008). This shift has provided a fruitful context to re-insert the arts into conversations about what counts in education as more than just decorative add-ons to make STEM learning more appealing to students. In fact, the arts can transform STEM teaching and learning by highlighting creativity, innovation, and problem solving as core practices (Stewart, Mueller, & Tippins, 2019). This special issue brings the arts to our learning sciences colleagues through a focus on creative practices both for their own sake and in how they connect to more familiar STEM learning outcomes. The four articles and the concluding commentary make intellectual contributions that bring together recent research developments related to creativity and the arts, including articles that analyze visual arts (in school classrooms), dance (in out-of-school learning environments), and architecture design (in a museum) as valued sites for learning. The arts play a large role in our goal, as learning scientists, to reimagine teaching and learning. Taking up Gloria Ladson-Billings’ call for a “hard reset” on education (2021), this special issue puts forward the bold claim that arts practices can serve as new models for learning that align with the latest learning sciences research. Arts practice provides us with new ways to advance cognitive, social, cultural, and historical perspectives on learning, showing ways to redesign learning environments that work for all children. We assembled this special issue in the spirit of","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"96 1","pages":"1 - 13"},"PeriodicalIF":3.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75912161","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 : 2022-01-01DOI: 10.1080/10508406.2021.2023543
F. Solomon, Dionne Champion, Mariah Steele, Tracey Wright
ABSTRACT Background Physics is often presented as disembodied, separating learners from opportunities to utilize their bodies as sense-making resources. By ignoring issues of body, ethnicity and culture, these framings limit access to physics for many, including Black girls, who struggle to gain access to physics. Studying the situated, embodied cultural practices of Black girls in physics learning environments provides a window into the range of resources available for physics exploration and illuminates possibilities for culturally relevant physics pedagogies. Methods We engaged in micro-ethnographic analysis of video of youth actions and interactions during collaborative activities that combined dance and dance-making practices with physics content. Findings Our findings show how (1) dance offered an embodied lens for physics investigation; (2) positioning movement as inquiry gave dancers access to an expanded vocabulary for sense-making; and (3) dance provided opportunities to bring in social and cultural resources as critical funds of knowledge. Contributions This article expands the view of funds of knowledge by reintroducing the body, movement, and embodied interaction as resources for learning and engagement and offers an expanded view of physics sense-making that includes cultural embodied resources and foregrounds Black girls, whose voices and experiences are often left out of learning research.
{"title":"Embodied physics: Utilizing dance resources for learning and engagement in STEM","authors":"F. Solomon, Dionne Champion, Mariah Steele, Tracey Wright","doi":"10.1080/10508406.2021.2023543","DOIUrl":"https://doi.org/10.1080/10508406.2021.2023543","url":null,"abstract":"ABSTRACT Background Physics is often presented as disembodied, separating learners from opportunities to utilize their bodies as sense-making resources. By ignoring issues of body, ethnicity and culture, these framings limit access to physics for many, including Black girls, who struggle to gain access to physics. Studying the situated, embodied cultural practices of Black girls in physics learning environments provides a window into the range of resources available for physics exploration and illuminates possibilities for culturally relevant physics pedagogies. Methods We engaged in micro-ethnographic analysis of video of youth actions and interactions during collaborative activities that combined dance and dance-making practices with physics content. Findings Our findings show how (1) dance offered an embodied lens for physics investigation; (2) positioning movement as inquiry gave dancers access to an expanded vocabulary for sense-making; and (3) dance provided opportunities to bring in social and cultural resources as critical funds of knowledge. Contributions This article expands the view of funds of knowledge by reintroducing the body, movement, and embodied interaction as resources for learning and engagement and offers an expanded view of physics sense-making that includes cultural embodied resources and foregrounds Black girls, whose voices and experiences are often left out of learning research.","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"1 1","pages":"73 - 106"},"PeriodicalIF":3.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89539375","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 : 2022-01-01DOI: 10.1080/10508406.2022.2029105
P. Seitamaa-Hakkarainen
This special issue addresses an important arena of learning that has been neglected by the Journal of the Learning Sciences; that is, “learning in and through arts” in the context of K–12 education. Although some forms of art education (e.g., visual arts, music, design, and technology) are a part of the curriculum in many countries, the educational potential of the arts for learning the creative skills and competences that are crucial for preparing young people for an innovation-driven knowledge society has not been sufficiently explored. The multifaceted articles included in the special issue demonstrate how learning in and through arts significantly expands the scope of knowledge-creating learning (Paavola & Hakkarainen, 2021) in secondary education. Such learning refers to the personal and collaborative processes of creating, sharing, and advancing shared objects, whether in reference to ideas, designs, projects, productions (e.g., performances), or practices being improved. I use here the term “knowledge” in the broadest possible sense to include what is explicit in written text or spoken discourse, implicitly and pre-reflectively informs experts’ creative habits and practices, underlies their motoric and operational competencies, and shapes their creative agency and identities (Hakkarainen, 2009). The arts are not a single discipline, but consist of many intersecting creative fields. Teaching and learning in arts in this special issue represent the visual (drawing, painting, and architecture) and performing arts (ballet and dance). Based on my review of the four articles included in the special issue, I have identified some common themes and recognized crucial differences in the art forms. My commentary is structured as follows: I first address the epistemic objects of arts learning; second, I reflect on the authentic disciplinary practices of art making; third, I consider the domain-specific and domain-general aspects of the learning arts; fourth, I consider the nonlinear pedagogy of learning arts; fifth, I discuss material embodiment; and finally, I observe the interaction between individual and collective processes
{"title":"Creative expansion of knowledge-creating learning","authors":"P. Seitamaa-Hakkarainen","doi":"10.1080/10508406.2022.2029105","DOIUrl":"https://doi.org/10.1080/10508406.2022.2029105","url":null,"abstract":"This special issue addresses an important arena of learning that has been neglected by the Journal of the Learning Sciences; that is, “learning in and through arts” in the context of K–12 education. Although some forms of art education (e.g., visual arts, music, design, and technology) are a part of the curriculum in many countries, the educational potential of the arts for learning the creative skills and competences that are crucial for preparing young people for an innovation-driven knowledge society has not been sufficiently explored. The multifaceted articles included in the special issue demonstrate how learning in and through arts significantly expands the scope of knowledge-creating learning (Paavola & Hakkarainen, 2021) in secondary education. Such learning refers to the personal and collaborative processes of creating, sharing, and advancing shared objects, whether in reference to ideas, designs, projects, productions (e.g., performances), or practices being improved. I use here the term “knowledge” in the broadest possible sense to include what is explicit in written text or spoken discourse, implicitly and pre-reflectively informs experts’ creative habits and practices, underlies their motoric and operational competencies, and shapes their creative agency and identities (Hakkarainen, 2009). The arts are not a single discipline, but consist of many intersecting creative fields. Teaching and learning in arts in this special issue represent the visual (drawing, painting, and architecture) and performing arts (ballet and dance). Based on my review of the four articles included in the special issue, I have identified some common themes and recognized crucial differences in the art forms. My commentary is structured as follows: I first address the epistemic objects of arts learning; second, I reflect on the authentic disciplinary practices of art making; third, I consider the domain-specific and domain-general aspects of the learning arts; fourth, I consider the nonlinear pedagogy of learning arts; fifth, I discuss material embodiment; and finally, I observe the interaction between individual and collective processes","PeriodicalId":48043,"journal":{"name":"Journal of the Learning Sciences","volume":"116 1","pages":"138 - 149"},"PeriodicalIF":3.8,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87690586","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 : 2021-12-21DOI: 10.1080/10508406.2021.2008395
G. Dishon
ABSTRACT Background The transition to technology-mediated remote schooling during the COVID-19 pandemic represented a drastic shift in educational technologies’ function in K-12 settings. This theoretical paper sought to: (1) identify key developments in technology-use during the pandemic; (2) situate current events within the Learning Sciences’ evolving conceptualizations of educational technologies; and (3) outline how these developments should reframe our thinking about educational technologies. Methods The paper is structured along three sets of relations, intended to support analyses that go beyond determinist or instrumental depictions of educational technologies: education-technology, human-technology, and human-education. Findings I outline three key characteristics of educational technologies’ function during the pandemic: they were central to the grammar of schooling, their use was widespread across social contexts, and was need-driven rather than innovation-driven. Contribution Accordingly, the paper suggests reorienting existing conceptualizations of educational technologies: (i) rethinking learning—avoiding the portrayal of technologies as solutions to educational problems and examining how they reshape learning; (ii) rethinking context—attending more to how socio-cultural, political, and historical features inform technological affordances; (iii) rethinking teaching—emphasizing adults’ role in mediating the normative commitments underlying technology-use, particularly in light of the dominance of commercial platforms and tools.
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