Cultivating Constructivist Science Internships for High School Students through a Community of Practice with Cogenerative Dialogues

Autor/inn/en	Hsu, Pei-Ling; Espinoza, Penelope
Titel	Cultivating Constructivist Science Internships for High School Students through a Community of Practice with Cogenerative Dialogues
Quelle	In: Learning Environments Research, 21 (2018) 2, S.267-283 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-017-9253-x
Schlagwörter	Science Education; Internship Programs; High School Students; Student Projects; Research Proposals; Scientific Research; Program Design; Student Attitudes; Scientists; Universities; Communities of Practice; Teacher Student Relationship; College Faculty; Constructivism (Learning); Program Descriptions; College School Cooperation + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Berufspraktische Ausbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulprojekt; Forschungsgegenstand; Programme design; Programmaufbau; Programmplanung; Schülerverhalten; Scientist; Wissenschaftler; University; Universität; Community; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät
Abstract	Working with scientists has been suggested as an effective way for high-school students to learn authentic science. However, little research has involved students' perceptions of science learning environments in a university internship. This study drew on the theoretical framework of community of practice with cogenerative dialogues to design an internship program that aims to build a constructivist internship for students. Students who learned science in the internship program developed stronger constructivist learning perceptions than those who learned science in school. Specifically, students perceived that they had more opportunities to think independently of the instructors and other students. Three effective principles for program design are: (a) high school students conduct open-inquiry projects with the support of scientists; (b) high school students and scientists conduct cogenerative dialogues regularly to address issues and share experiences; and (c) high school students present their project proposals and scientific findings at open house events. Implications of the results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01