ScienceKit for Science Everywhere: Technology for Integrating the Building Blocks of Disposition
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ScienceKit for Science Everywhere Technology for Integrating the Building Blocks of Disposition
Tamara “Tammy” Clegg College of Education * College of Information Studies
University of Maryland
Candyce Grade 6 Not Just ANY Kind of Chef
“Well I've been thinking about being a chef now that I'm in [the] KSI [after-school program]. I think that would be a really interesting job. … Because, okay, if I'm a chef, then most chefs just put ingredients in there, but if I'm a chef, my food'll turn out like exactly the way I wanted it, and it'll probably be even better than I expected because I'll actually think about the way that I wanted it instead of just putting ingredients in there and following a recipe. Like I can change up the ingredients because I'll know what the thickeners do, and I'll know what these types of liquids do. Yeah, so I can change it up to get it the way I want it
Scientizing daily life activities
Finding practical applications
Using Science to Achieve goals
Seeing the World through Scientific Lenses
Disposition as a lens
Diswpowsiwtion [dis-puh-zish-uhn] noun Values of, ideas about, and ways of participating in a particular discipline that come
Bereiter, 1995; Gresalfi & Cobb, 2006; Katz, 1993
frequently consciously voluntarily
Not the Norm e.g., Atwater, 1996; Basu & Barton, 2007; Brickhouse & Potter, 2001; Lee & Fradd, 1998;
Not the Norm e.g., Atwater, 1996; Basu & Barton, 2007; Brickhouse & Potter, 2001; Lee & Fradd, 1998;
Don’t yet understand disposition enough to promote it
Design-Based Research
Barab & Squire, 2004; Sandoval & Bell, 2004;
Understanding Disposition
Implementation
Design Learning Environments
Procedural & Conceptual Understanding
Social Interactions
Interest
Personal Connections
Building Blocks to disposition development
Clegg & Kolodner, 2014
Life-Relevant Learning environments can be places
where the building blocks come together to promote
disposition e.g., Clegg & Kolodner, 2014; Clegg, 2010
Technology for supporting Interest & Personal Connections
Games"e.g., Squire & Jenkins, 2003
Creative Expression e.g., Resnick et al., 2009
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Social Networking "e.g., boyd, 2007; 2014
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Technology for supporting Social Interactions
Texting"e.g., Ito, 2005
Virtual Worlds"e.g., Barab et al., 2005; Ketelhut, Clark, & Nelson, 2010
Mobile Data Capture and Analysis e.g., Kuhn et al., 2010
Technology for supporting Scientific Inquiry
Voting to Negotiate norms of quality
Is this a novel question? Do you wonder about this?
Is this hypothesis evidence-based?
Implications
Facilitating scientific communication
A community repository of contributions
Multiple entry points into science
Social media can support learners’ development of social interactions around science by enabling them to come together at opportune times But authorship and social context in the physical environment must be carefully considered
Leveraging Social & Mobile Technology Ahn et al., Sumitted; Bonsignore et al., 2014; Yip et al., 2014
Kitchen Chemistry
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Weeklong summer camp
e.g., Clegg et al., 2006; Clegg et al., 2010; Yip et al., 2012
Self Expression In ScienceKit
Scientific
Scientific Procedures, Measurements, Hypotheses
Personal
Personal Playful Moments
S’mores as Engineering
Imagining
S’mores jail
Activating
Shoots green fire
Assembling
Construction process
Scientizing ScienceKit helped both learners
Social Reticent
Ahn et al., Submitted; Bonsignore et al., 2014; Clegg et al., 2014;
Make science Socially relevant
Scientizing ScienceKit helped both learners
Social Reticent
Ahn et al., Submitted; Bonsignore et al., 2014; Clegg et al., 2014;
Communicate with others
} What if our clothes revealed how our body’s functioned?
How could this change the way children learn about and understand their bodies?
Could a t-shirt be a platform for experimentation and inquiry?
Procedural & Conceptual Understanding
Personal Connections
Building Blocks to disposition development
Clegg & Kolodner, 2014
Interest
Social Interactions
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