Seeing the Unseen Learner: Designing and Using Social Media to Recognize Children's Science Dispositions in Action

Autor/inn/en	Ahn, June; Clegg, Tamara; Yip, Jason; Bonsignore, Elizabeth; Pauw, Daniel; Gubbels, Michael; Lewittes, Charley; Rhodes, Emily
Titel	Seeing the Unseen Learner: Designing and Using Social Media to Recognize Children's Science Dispositions in Action
Quelle	In: Learning, Media and Technology, 41 (2016) 2, S.252-282 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2014.964254
Schlagwörter	Science Instruction; Inquiry; Social Media; Teaching Methods; Technology Uses in Education; Elementary School Students; Middle School Students; Relevance (Education); Learning Activities; Vignettes; Learning Modules; Food; Case Studies; District of Columbia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Soziale Medien; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Relevance; Relevanz; Lernaktivität; Learning module; Lernmodul; Lebensmittel; Case study; Fallstudie; Case Study
Abstract	This paper describes the development of "ScienceKit," a mobile, social media application to promote children's scientific inquiry. We deployed "ScienceKit" in "Kitchen Chemistry" ("KC"), an informal science program where children learn about scientific inquiry through cooking. By iteratively integrating design and implementation, this study highlights the affordances of social media that facilitate children's trajectories of disposition development in science learning. We illuminate how the technological and curricular design decisions made in "ScienceKit" and "KC" constrain or expand the types of data we can collect and the actionable insights about learning we can recognize as both educators and researchers. This study offers suggestions for how information gleaned from social media tools can be employed to strengthen our understanding of "learning in practice," and help educators better recognize the rich actions that learners undertake, which may be easily overlooked in face-to-face situations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01