- Shopping Bag ( 0 items )
The book employs a rich set of theoretical frames to yield a panorama of research findings having potential interest for educational researchers, policy makers, teacher educators and K-12 teachers. Roth's ideal science classrooms feature creative and inquisitive students working together to solve problems that interest them. More learning occurs at centers of high pupil density and students who participate most in on-task activities are not necessarily those who contribute or learn most. Roth identifies weaknesses of assessment based on products only and highlights the advantages of using videotapes as sources for assessment. Roth shows that student learning is not only a result of individual sense-making efforts but involves interactions between living and artifactual components of a community of participants.
'This book promises to be a turning point for science educators involved in social constructivist reform; they will be challenged to reconsider the gloss that they have painted over the social dimension of knowledge construction.'
Peter C. Taylor, Curtin University of Technology, Perth, Australia
Introduction. Learning in Moussac. Overview of this Book. Part I: Foundations. 1. Theoretical Foundations. Practices and Resources. Communities of Practice. Design and Designing. 2. Empirical Foundations. Institutional Context. Study Context. 3. Engineering for Children Curriculum. Intended Curriculum. Engineering Design Activities. Teaching Strategies. Teacher Learning. 4. Knowing Engineering Design. Engineering Design prior to 'Engineering for Children: Structures'. Post-Unit Assessment of Engineering Design Practices. Part II: Transformations of a Community: The Emergence of Shared Resources and Practices. 5. Circulating Resources. Case Studies of Resource Networking. Inventors, Copy-Cats, and Everyone Else. 6. Circulating Material Practices. Technology, Society, and Knowledge. Socio-Technical Evolution: The Case of the Glue Gun. Cultural Production and Reproduction in a Community of Practice. 7. Emergence and Circulation of Discourse Practices.Trajectories of Competence. Learning to Tell Engineering Design Stories. Engineering Design Conversations. Teachers as Network Builders. Part III: Networking Across Interstices. 8. Networking Humans and Non-Humans. Heterogeneous Design processes and Design Products. Ontology of Resources. Artifacts as Structuring Resources in Interactions. Toward a New Conception of Problem Solving. Designing as Context of Learning. 9. Networking Individuals and Groups. Networking Within and Across Groups. Case Studies of Networking. Networking and the Emergence of Culture, Power, and Norms. Part IV: Conclusions. 10. Designing Knowledge-Building Communities. Designing for the Circulation of Resources and Practices. Artifacts and the Networking ofCommunities. Designing and Assessing Collective Learning Experiences. Designing for Authentic Problem Solving. From Research to Practice: Curriculum on Simple Machines. 11. Epilogue. Participating is Learning. Networking Teachers–Learning to Teach Science by Participating in the Practice of Science Teaching. Reflexive Coda. References. Index.