Transcript CROSS-SETTING LEARNING

LIFE-LONG LIFE-WIDE LIFE-DEEP
LE A R NING
Bronwyn Bevan
March 30, 2014
3/30/14
WHAT IS THE
EXPLORATORIUM?
3/3014
EXPLORATORIUM
A LABORATORY FOR LEARNING ABOUT LEARNING
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MUSEUM YouTube
•
PUBLISHER
•
APPS DEVELOPER
•
TEACHER PD INSTITUTES
•
YOUTH DEVELOPMENT
•
RESEARCH ON LEARNING
•
DESIGN STUDIO (EXHIBITS,
MUSEUMS)
3/30/14
EXPLORATORIUM
A LABORATORY FOR LEARNING ABOUT LEARNING
•
MUSEUM
•
PUBLISHER
•
APPS DEVELOPER
•
TEACHER PD INSTITUTES
•
YOUTH DEVELOPMENT
•
RESEARCH ON LEARNING
•
DESIGN STUDIO (EXHIBITS,
MUSEUMS)
3/30/14
EXPLORATORIUM
A LABORATORY FOR LEARNING ABOUT LEARNING
•
MUSEUM
•
PUBLISHER
•
APPS DEVELOPER
•
TEACHER PD INSTITUTES
•
YOUTH DEVELOPMENT
•
RESEARCH ON LEARNING
•
DESIGN STUDIO (EXHIBITS,
MUSEUMS)
3/30/14
EXPLORATORIUM
A LABORATORY FOR LEARNING ABOUT LEARNING
•
MUSEUM
•
PUBLISHER
•
APPS DEVELOPER
•
TEACHER PD INSTITUTES
•
YOUTH DEVELOPMENT
•
RESEARCH ON LEARNING
•
DESIGN STUDIO (EXHIBITS,
MUSEUMS)
3/30/14
EXPLORATORIUM
A LABORATORY FOR LEARNING ABOUT LEARNING
•
MUSEUM
•
PUBLISHER
•
APPS DEVELOPER
•
TEACHER PD INSTITUTES
•
YOUTH DEVELOPMENT
•
RESEARCH ON LEARNING
•
DESIGN STUDIO (EXHIBITS,
MUSEUMS)
3/30/14
EXPLORATORIUM
INSTITUTE FOR RESEARCH AND LEARNING
3/30/14
EXPLORATORIUM
A LABORATORY FOR LEARNING ABOUT LEARNING
Research
Practice
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LL, LW, LD LEARNING
OVERVIEW
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WHAT IS LEARNING?
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SCIENCE LEARNING -- PRACTICE
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EQUITY IN LEARNING
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ECOLOGICAL VIEWS OF LEARNING
WHAT IS LEARNING?
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LEARNING
WHAT IS IT?
Novice
A PROCESS OF …
BEING, DOING,
KNOWING, BECOMING
-Herrenkohl & Mertl, 2009
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Expert
LEARNING
WHAT IS IT?
Using and sometimes
mastering concepts,
tools, and practices;
adopting identities; that
allow for increasingly
creative and productive
participation in a social
enterprise. – Vygotsky
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Novice
Journeyman
Expert
LEARNING
WHAT IS IT?
Mastering concepts,
cultural tools and
practices; adopting
identities; that allow for
increasingly creative and
productive participation
in the enterprise. –
Vygotsky; Lave & Wenger, 1991
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Novice
ZPD
Expert
LEARNING
CULTURAL TOOLS
Tools for Participation
Novice
ZPD
Scientific Concepts
Scientific Instruments
Scientific Practices
Scientific Epistemologies
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Expert
LEARNING
EVIDENCE OF LEARNING
Increasingly
sophisticated use of
Novice
Scientific Concepts
Scientific Instruments
Scientific Practices
Scientific Epistemologies
Expert
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ZPD
LEARNING
WHAT IS THE ENTERPRISE?
Is it professional science?
Is it navigating a complex
STEM-infused world?
Which cultural tools do
you need for which
enterprise?
Who are we talking to?
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Future Citizen
ZPD
Expert
Future Scientist
STEM LEARNING
REFRAMING SCIENCE LITERACY
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Science literacy aims to produce marginal
insiders: people who have had a glimpse of
science content and process but no sense of how
to connect it with their everyday lives.
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We should help people to become competent
outsiders: people who recognize when science is
relevant to their lives and can interact with sources
of scientific expertise to help them achieve their
goals.
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Feinstein,
2011
STEM LEARNING
-US Natl Research Council, 2010
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STEM LEARNING
IS IT BROKEN?
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STEM LEARNING
SIX STRANDS
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INTEREST
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CONCEPTS
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SKILLS
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EPISTEMOLOGIES
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PRACTICES
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IDENTITIES
-NRC, 2009
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STEM LEARNING
NEXT GEN SCIENCE STANDARDS
• CORE
CONCEPTS
• CROSS
• STEM
CUTTING THEMES
PRACTICES
-NRC, 2012
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STEM LEARNING
CROSS-CUTTING THEMES
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and
conservation
6. Structure and function
7. Stability and change
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-NRC, 2012
STEM LEARNING
STEM PRACTICES
Questioning
Modeling
Investigating
Interpreting data
Computational thinking
Explaining
Arguing
Communicating
2012
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-NRC,
ECOLOGICAL
PERSPECTIVES
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AN ECOSYSTEMS APPROACH
IN THE ZEITGEIST
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National Research Council (2013) Teachers
Advisory Committee – policy recommendations.
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Research+Practice Collaboratory (2013-18) tools
and studies supporting cross-setting learning.
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National Research Council (2014) Committee on
Learning STEM in Out of School Time Settings -policy recommendations for funding.
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STEM LEARNING
LIFE-LONG•LIFE-WIDE•LIFE-DEEP
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Learning is a process that takes place across time and
settings.
- Bransford et al., 2006.
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Values, beliefs, interests, and understandings are a
resource for learning: profoundly shaping how one
approaches and engages learning opportunities. - Banks et al.,
2006.
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Values, beliefs, interests, and understandings are developed
in many places. They also fluctuate and may evolve into
sustained “lines of practice.” - Azevedo, 2011.
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STEM LEARNING
LIFE-LONG•LIFE-WIDE•LIFE-DEEP
Courtesy LIFE Center, U Washington, 2005
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18.5%
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40.75%
18.5%
40.75%
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AN ECOSYSTEMS APPROACH
EQUITY IN EDUCATION
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Access to ongoing, multiple opportunities to do and
learn STEM.
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STEM introduced as the best means towards
achieving goals that are meaningful to the
learner.
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Learning activities leverage people’s familiar
personal, family, and cultural resources and
routines.
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AN ECOSYSTEMS APPROACH
THREE MODELS
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STEM LEARNING
SYSTEMS IN THE ECOLOGY
media
Sociopolitico
OST
faith
Ecology
etc.
home
peers
school
2/22/14
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STEM LEARNING ECOLOGY
BECOMING STEM ENGAGED
media
Sociopolitico
Zygote
STEM engaged
person
OST
faith
Ecology
etc.
home
peers
school
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AN ECOSYSTEMS APPROACH
ENRICHMENT MODEL
STE
M media
Sociopolitico
STE
M
faith
STE
M
home
STE
M
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OST
STE
M
STE
M
OST
OST
OST
Ecology
etc.
STE
M
OST peers
school
STE
M
STE
M
AN ECOSYSTEMS APPROACH
CONNECTED MODEL
STE
M media
STE
M
Sociopolitico
OST
faith
Ecology
STE
M
home
peers
school
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etc.
AN ECOSYSTEMS APPROACH
CULTURAL MODEL
media
Sociopolitico
OST
STEM
Ecology
etc.
home
peers
school
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STEM LEARNING ECOLOGY
POSSIBILITIES
STE
M media
Sociopolitico
faith
STE
M
home
STE
M
2/22/14
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OST
STE
M
STE
M
STE
M
STEM
OST
Ecology
STE
M
OST peers
school
STE
M
OST
OST
ETC
ETC
STE
M
What out-of-school
experiences were most
influential in affecting your
decision to pursue science?
(talk to your neighbor)
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OUTREACH PLANS
THREE MODELS
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OUTREACH PLANS
Marginal Insiders? Competent Outsiders?
Future Scientists?
Interest/Identity
Concepts and
Skills
Practices and
Epistemologies
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Competent
Outsiders
Relevant to my
world
Tools I might
sometimes need
to look up and
use temporarily
Evidence-based
[Future]
Scientists
Something I can
contribute to
Tools I need to
have to do my
life’s work
Practices that I
find deeply
engaging
OUTREACH PLANS
THREE MODELS
1.
Enrichment (Sust Prisons)
2.
Connected (AMNH)
3.
Cultural (Emdin + Sci Gallery)
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Who do you want to engage
with your ideas:
[future] scientists?
competent outsiders
?marginal insiders?
Why?
(talk to your neighbor)
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ASSIGNMENT
How can your project be designed
to broaden participation in STEM
learning?
How would you vary it to include
“Competent Outsiders” as well as
Future Scientist?
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END
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EQUITY AND ECOSYTSEMS
REFERENCES
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Azevedo, F. S. (2011). Lines of practice: A practice-centered theory of interest relationships. Cognition
and Instruction, 29(2), 147-184
Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutierrez, K. D., . . . Zhou, M. (2007). Learning
in and out of school in diverse environments: Life-long, life-wide, life-deep. Seattle, Washinton: The LIFE
Center (The Learning in Informal and Formal Environments Center), University of Washington, Stanford
University, and SRI International and Center for Multicultural Education, University of Washington.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and
school. Washington, DC: National Academy Press.
Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168-185.
Herrenkohl, L. R., & Mertl, v. (2010). How students come to be, know, and do: A case for a broad view of
learning. New York: Cambridge University Press.
Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK:
Cambridge University Press.
National Research Council (2009). Learning science in informal environments. Washington, DC:
National Academy Press.
National Research Council (NRC, 2011) A Framework for K-12 Science Education: Practices,
Crosscutting Concepts, and Core Ideas. Washington, DC: National Academy Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Michael
Cole, Vera John-Steiner, Sylvia Scribner, and Ellen Souberman. Cambridge, MA: Harvard University
Press.
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EQUITY AND ECOSYTSEMS
URLs
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Exploratorium
http://www.youtube.com/watch?v=B4BUQcj57Sg
Tinkering in the Exploratorium Institute for Research and Learning
http://www.youtube.com/watch?v=QuiZpfYgC3o
Enrichment Model: Sustainable Prisons
http://sustainabilityinprisons.org/stories/
Connected Model: American Museum of Natural History Urban Advantage
program
http://researchandpractice.org/videos/165
Cultural Model: Hip Hop and Science Argumentation
http://researchandpractice.org/videos/166
Cultural Model: Science Gallery Dublin
https://www.youtube.com/watch?v=_RePBYl3dzA
Highly Recommended! Why scientists should do outreach:
http://nsf.gov/news/mmg/mmg_disp.jsp?med_id=64778&from=
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[email protected]
Bronwyn Bevan, PhD
Director, Exploratorium Institute for Research and
Learning
3/30/14