國立虎尾科技大學 |

Making Learning Work : = A Multi-site Study of How Young People Shape Learning Within Productive Youth-based Organizations.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Making Learning Work :/
其他題名:	A Multi-site Study of How Young People Shape Learning Within Productive Youth-based Organizations.
作者:	Dixon, Colin G.
面頁冊數:	1 online resource (181 pages)
附註:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Contained By:	Dissertation Abstracts International80-01A(E).
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780438290853

Making Learning Work : = A Multi-site Study of How Young People Shape Learning Within Productive Youth-based Organizations.
Dixon, Colin G.

Making Learning Work :A Multi-site Study of How Young People Shape Learning Within Productive Youth-based Organizations. - 1 online resource (181 pages)

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Thesis (Ph.D.)--University of California, Davis, 2018.

Includes bibliographical references

This dissertation is made up of three chapters that analyze learning that happens when young people are "pitching in" (Rogoff, 2014) to the efforts of a group, organization or community. Taking place in a school-based makerspace and across five sites doing youth-focused community and citizen science (YCCS), the studies look across different timescales and levels of activity to understand how young people connect to and extend existing interests, experiences and relationships through these experiences, or where they struggle to do so. In the first study, I analyzed early and post-participation interviews with young people involved in YCCS to understand ways in which they saw themselves contributing to scientific work. I examined youth interviews in terms of the roles that youth described having taken in their groups' work and found that these roles comprised canonical scientific practices, as well as socially-oriented science practices. I found that writing and presenting offered many young people a chance to contribute to scientific work in a way that built on personal strengths. Along with social practices, like coordinating or motivating peers, writing and presenting opened room in scientific work for a wide range of interests and identities that could be used as foundations from which to bridge to scientific practices valued within academic and professional communities. Roles involving data collection were common and provided strong ties to personal strengths - such as knowledge of places or physical and emotional abilities - but were often described in also procedural ways that may not align well with institutionally rewarded forms of disciplinary reasoning. The study helps me to refine models of how youth may develop agency with environmental science, as well as practice-based theories of learning in hybrid spaces that straddle school- and local or scientific communities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438290853Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Making Learning Work : = A Multi-site Study of How Young People Shape Learning Within Productive Youth-based Organizations.
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500 $a Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
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502 $a Thesis (Ph.D.)--University of California, Davis, 2018.
504 $a Includes bibliographical references
520 $a This dissertation is made up of three chapters that analyze learning that happens when young people are "pitching in" (Rogoff, 2014) to the efforts of a group, organization or community. Taking place in a school-based makerspace and across five sites doing youth-focused community and citizen science (YCCS), the studies look across different timescales and levels of activity to understand how young people connect to and extend existing interests, experiences and relationships through these experiences, or where they struggle to do so. In the first study, I analyzed early and post-participation interviews with young people involved in YCCS to understand ways in which they saw themselves contributing to scientific work. I examined youth interviews in terms of the roles that youth described having taken in their groups' work and found that these roles comprised canonical scientific practices, as well as socially-oriented science practices. I found that writing and presenting offered many young people a chance to contribute to scientific work in a way that built on personal strengths. Along with social practices, like coordinating or motivating peers, writing and presenting opened room in scientific work for a wide range of interests and identities that could be used as foundations from which to bridge to scientific practices valued within academic and professional communities. Roles involving data collection were common and provided strong ties to personal strengths - such as knowledge of places or physical and emotional abilities - but were often described in also procedural ways that may not align well with institutionally rewarded forms of disciplinary reasoning. The study helps me to refine models of how youth may develop agency with environmental science, as well as practice-based theories of learning in hybrid spaces that straddle school- and local or scientific communities.
520 $a For the second and third papers, I studied the activity of one group of four students as they worked in a school-based maker club to create an LED-lit portrait of students in their homeroom. First, I investigated how frames developed across three levels - positional, conceptual and epistemological - influenced what participants in the group constructed, how they talked about it, and who did what. I analyzed how frames of participation constructed through interaction across a critical day opened or closed opportunities for consequential learning - learning that was aligned with and extended existing areas of expertise, identities and relationship (Jurow, Teeters, Shea, & Van Steenis, 2016). I discuss how interlinked frames motivated and structured learning and describe pathways of agentive learning that pose a challenge to the rhetoric of interest-driven learning. I also discuss tensions that arose in the maker club - such as between exploratory and practical goals - and their implication for equitable participation in makerspaces.
520 $a The third paper looks moment-to-moment at how differences in opportunities to pursue personally consequential learning came about. I closely analyzed interaction in thirteen key moments and identified four ways that uncertainty functioned to direct and re-direct attention toward particular positions, resources, goals and conceptual frames. I found that moments of uncertainty called attention to cracks in the organization of the learning situation, places where positions and task definitions might be renegotiated. These moment open room for student agency and chances to extend existing areas of expertise and interest within a STEM-oriented space.
520 $a Together, the studies fill out an understanding of the affordances and constraints of learning environments that embrace the production of collective products.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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710 2 $a University of California, Davis. $b Education. $3 1182625
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