Literaturnachweis - Detailanzeige
| Autor/in | Salisbury, Sara |
|---|---|
| Titel | Exploring Opportunities for Reconceptualizing Place-Based Science Education as a Three-Way Dance of Agency |
| Quelle | (2023), (182 Seiten)
PDF als Volltext Ph.D. Dissertation, Middle Tennessee State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-3404-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Place Based Education; Science Education; Human Capital; Children; Learning Activities; Early Childhood Education |
| Abstract | Teaching science involves designing learning experiences that attend to a complex set of relationships between students, the discipline of science, and the places where science experiences are carried out. Unfortunately, with traditional approaches to K-12 science instruction, contributions to learning from students and places are often overlooked as educators seek to create disciplinary experiences that increase science learning outcomes that are measurable, repeatable, and standardized. Place-based science education seeks to push back on traditional science education approaches, and create opportunities for children, places, and disciplines to equitably take up their agency and influence the learning experiences. However, the way these agents interact in place-based science education experiences in K-12 settings is still largely unknown. Therefore, to gain a greater understanding of how these agents interact, this work explores the design, implementation, and outcomes of a Place-Based Science Education (PBSE) learning experience that equitably positions children, a place, and the discipline of science. To do this, I completed a design-based research project where I developed two science investigations that engaged 6th grade science students in the exploration of "variation" in their schoolyard ecosystem. I analyzed a variety of data from these two investigations to characterize children's knowledge, experiences during the instructional design, and subsequent learning outcomes. I also characterized the nature of interactions amongst children, the material world, and the discipline of science. In Chapter One, this dissertation sets out the case for reconceptualizing PBSE as a Dance of Agency (DoA) that more equitably positions human, material, and disciplinary agency. This position paper sets up the rationale for Chapter Two. This dissertation is in an alternative format structure, where Chapters Two through Four are independent manuscripts prepared for publication. Chapter Two is a theoretical paper that describes the DoA framework in detail. The goal of this paper is to map out tensions inherent in place-based education (PBE) and PBSE as they are currently conceptualized, and to address these tensions in the DoA framework. This paper dives deep into the theoretical and conceptual work that undergirds the development of the DoA framework, and presents early implications used in the instructional design presented in Chapters Three and Four. Chapter Three presents the first empirical exploration into the DoA framework's application in an educational setting. This paper characterizes (1) the baseline knowledge participating children have of a place (place knowledge) when they come into a PBSE experience and (2) the nature of children's relationship with the place where they take part in a future science investigation. Findings showcase how children's place knowledge is functional, and that this functional knowledge is associated with supportive and submissive dances with agency with the schoolyard setting. In Chapter Four, I present episodes where the DoA manifested throughout the two investigations, and connect the development of children's place knowledge throughout the investigation to these episodes. This study found that the introduction of disciplinary agency, in the form of specific phenomena and activities, focused children as they accessed their place knowledge and took up their agency to make decisions in the investigation. Disciplinary agency also exposed material agency from the schoolyard. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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