ScienceKit for Science Everywhere: Technology for Integrating the Building Blocks of Disposition

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

Goal

The Need

The Four Building Blocks

Technology

New Projects

Agenda

3  

Develop STEM Dispositions

Empowering learners to become scientifically literate citizens

5

Help learners explore potential roles they can play in science

Candyce 6th Grade

Not a “sciency” person

Kitchen Chemistry

7

After-school or summer camp learning environment

e.g., Clegg et al., 2006

Role of Investigator

Personally related

Candyce 6th Grade

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;

What if it were?

Playground

Home

Store

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

Move beyond

Bereiter, 1995

Extend outside Bereiter, 1995

Life-Relevant Learning programs & technology

Identify & explore personally meaningful

Design-Based Research

Barab & Squire, 2004; Sandoval & Bell, 2004;

Understanding Disposition

Implementation

Design Learning Environments

Kitchen Chemistry

20

After-school or summer camp learning environment

e.g., Clegg et al., 2006

Semi-structured experiments

Choice Days: designing new experiments

Procedural & Conceptual Understanding

Social Interactions

Interest

Personal Connections

Building Blocks to disposition development

Clegg & Kolodner, 2014

Don’t yet know how we can unify development in the building blocks?

Life-Relevant Learning environments can be places

where the building blocks come together to promote

disposition e.g., Clegg & Kolodner, 2014; Clegg, 2010

Technology shapes our experience

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

How can these aspects of technology come together to support the building blocks of

disposition?

j  

Participatory Design Method: Cooperative Inquiry

Social Media for Supporting Learner

Collaboration

Ahn, Gubbels, Kim & Wu, 2012

Individuals make Micro-contributions to the inquiry process

Voting to Negotiate norms of quality

Is this a novel question? Do you wonder about this?

Is this hypothesis evidence-based?

Aggregate Collaborative projects

Kitchen Chemistry

36

12-week After-school program – Choice Days

e.g., Clegg et al., 2013

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

Multi-med

ia

Micro-contributions To science inquiry

ScienceKit

Supporting the Building Blocks

Social Voting

Newsfeed

Science Toolkit for Daily Life

Kitchen Chemistry

44

Weeklong summer camp

e.g., Clegg et al., 2006; Clegg et al., 2010; Yip et al., 2012

ScienceKit on iPads

Learner Choice with Facilitator prompting

Multiple Case Study Two focal learners in a weeklong summer camp

Social Reticent

Yin, 2003

DeMarco The Social Guy

ScienceKit for Social Reporting

Breakfast Day 1

“Do Milk Have Sugar?” DeMarco, Day 1

ScienceKit for Scientific Reporting

Scientific Scaffolding Observations Questions u u  

"do all oil float on top of water?”

- DeMarco

Personal Science

“Made his day” - Facilitator

Harder to focus

Personal Science

Community Showcase Confidence

Favorited posts

Allen The Quiet Learner

ScienceKit for Self Expression

Self Expression In ScienceKit

Scientific

Scientific Procedures, Measurements, Hypotheses

Personal

Personal Playful Moments

Virtual Participation Not Observed

Communication via ScienceKit

Communicating the Idea Choice Day Planning

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

ScienceKit was a

Boundary Object

Star & Griesemer, 1989

Interests Hobbies Family

Peers

Science

"do all oil float on top of water?” - DeMarco

Can help learners connect science to THEMSELVES

Facilitators Peers Outside Community

Can help learners connect science to COMMUNITIES

Future Work: Pushing the boundaries

ScienceKit for Science Everywhere

June Ahn

Jason Yip

Connecting to Entire

Neighborhoods to Science

Home * School * After-school

New Life-relevant learning environments and

technologies

BodyVis Wearables for body learning and science inquiry

Jon Froehlich Leyla Norooz

} 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

Candyce 6th Grade

Candyce’s experiences will be

the NORM

Acknowledgements

Questions?