Learning in diversities of structures of social practice: Accounting for how, why and where people learn science

Human Development

Volumn 55, Issue 5-6, 2012, Pages 269-284

  Bell, Philip ^a   Tzou, Carrie ^b   Bricker, Leah ^c   Baines, AnnMarie D ^d  

^a UNIVERSITY OF WASHINGTON   (United States)

^b UNIVERSITY OF WASHINGTON BOTHELL   (United States)

^c UNIVERSITY OF MICHIGAN   (United States)

^d SAN FRANCISCO STATE UNIVERSITY   (United States)

Author keywords

Cultural learning pathways; Learning across settings; Science learning; Sociomaterial practices

Indexed keywords

ARTICLE; COGNITION; CONCEPTUAL FRAMEWORK; ETHNOGRAPHY; EXPECTATION; HUMAN; LEININGER'S THEORY OF CULTURE CARE DIVERSITY AND UNIVERSALITY; OUTCOME ASSESSMENT; PERCEPTION; PRIORITY JOURNAL; PROBLEM SOLVING; RACE DIFFERENCE; SELF CONCEPT; SOCIAL BEHAVIOR; SOCIAL CLASS; SOCIAL DISABILITY; SOCIAL DISCRIMINATION; SOCIAL EXCLUSION; SOCIAL INTERACTION; SOCIAL LEARNING; SOCIAL LIFE; SOCIAL PARTICIPATION; SOCIAL STRUCTURE;

EID: 84872344337     PISSN: 0018716X     EISSN: 14230054     Source Type: Journal    
DOI: 10.1159/000345315     Document Type: Article

References (52)

1. Baines, A.D. (2011). Identities in motion: An ethnographic study of disability labels, social categories, and the everyday lives of youth (unpublished doctoral dissertation). University of Washington, Seattle
2. Baines, A.D. (2012). Positioning, strategizing, and charming: How students with autism construct identities in relation to disability. Disability and Society, 27, 547-561.
3. Baines, A.D., Bell, P., & Peck, C.A. (in review). Identities in motion: Competence and disability on a high school debate team
4. Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94, 1008-1026.
5. Banks, J.A., Au, K.H., Ball, A.F., Bell, P., Gordon, E.W., Gutiérrez, K.D., & Zhou, M. (2007). Learning in and out of school in diverse environments: Life-long, life-wide, life-deep. Seattle: LIFE Center and Center for Multicultural Education (University of Washington
6. Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193-224.
7. Bell, P., Bricker, L.A., Lee, T.R., Reeve, S., & Zimmerman, H.T. (2006). Understanding the cultural foundations of children's biological knowledge: Insights from everyday cognition research. In S.A. Barab, K.E. Hay, & D. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (ICLS) (pp. 1029-1035). Mahwah: LEA
8. Bell, P., Bricker, L.A., Reeve, S., Zimmerman, H.T., & Tzou, C. (2012). Discovering and supporting successful learning pathways of youth in and out of school: Accounting for the development of everyday expertise across settings. In B. Bevan, P. Bell, R. Stevens, & A. Razfar (Eds.), LOST opportunities: Learning in out of school time (pp. 119-140). London: Springer
9. Bell, P., Lewenstein, B., Shouse, A.W., & Feder, M.A. (Eds.) (2009). Learning science in informal environments: People, places, and pursuits. Committee on Learning Science in Informal Environments, Board on Science Education, National Research Council. Washington: National Academies Press
10. Bransford, J.D., & Schwartz, D.L. (2009). It takes expertise to make expertise: Some thoughts about why and how and reflections on the themes in chapters 15-18. In K. Anders Ericsson (Ed.), Development of professional expertise: Toward measurement of expert performance and design of optimal learning environments (pp. 432-448). Cambridge: Cambridge University Press
11. Bransford, J., Stevens, R., Schwartz, D., Meltzoff, A.N., Pea, R., Rochelle, J., & Sabelli, N. (2006). Learning theories and education: Toward a decade of synergy. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 209-244). Mahwah: Erlbaum
12. Bricker, L.A., & Bell, P. (in review). 'I want to be an engineer': Network, framing, and positioning dynamics associated with youth STEM learning and expertise development in and out of school
13. Bricker, L.A., & Bell, P. (2012). 'GodMode is his video game name': Situating learning and identity in structures of social practice. Cultural Studies of Science Education, 7, 883-902.
14. Brickhouse, N.W., Lowery, P., & Schultz, K. (2000). What kind of girl does science? Journal of Research in Science Teaching, 37, 441-458.
15. Bruner, J. (1996). Foreward. In B. Shore (Ed.), Culture in mind: Cognition, culture, and the problem of meaning. New York: Oxford University Press
16. Calabrese Barton, A., & Brickhouse, N.W. (2006). Engaging girls in science. In C. Skelton, B. Francis, & C. Smulyan (Eds.), The SAGE handbook of gender and education (pp. 221-235). London: Sage
17. Calabrese Barton, A., & Tan, E. (2009). Funds of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 46, 50-73.
18. Casey, E.S. (1996). How to get from space to place in a fairly short stretch of time: Phenomenological prolegomena. In S. Feld & K.H. Basso (Eds)., Sense of place (pp. 13-52). Santa Fe: School of American Research Press
19. Crowley, K., & Jacobs, M. (2002). Building islands of expertise in everyday family activity. In G. Leinhardt, K. Crowley, & K. Knutson (Eds.), Learning conversations in museums (pp. 333-356). Mahwah: Erlbaum
20. Dreier, O. (2008). Psychotherapy in everyday life. Cambridge: Cambridge University Press
21. Dreier, O. (2009). Persons in structures of social practice. Theory and Psychology, 19, 193-212.
22. Gee, J.P. (2004). Situated language and learning: A critique of traditional schooling. Florence: Psychology Press
23. Gladwell, M. (2008). Outliers: The story of success. New York: Little, Brown, and Company
24. Gutiérrez, K.D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43, 148-164.
25. Harré, R., Moghaddam, F.M., Cairnie, T.P., Rothbart, D., & Sabat, S.R. (2009). Recent advances in positioning theory. Theory and Psychology, 19, 5-31.
26. Heath, S.B. (1990). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press
27. Herrenkohl, L.R., & Mertl, V. (2010). How students come to be, know, and do: A case for a broad view of learning. Cambridge: Cambridge University Press
28. Hidi, S., & Renninger, K. (2006). The four-phase model of interest development. Educational Psychologist, 42, 111-127.
29. Latour, B. (1995). The 'pedofil' of Boa Vista: A photo-philosophical montage. Common Knowledge, 4, 147-187.
30. Latour, B. (2005). Reassembling the social: An introduction to actor-network theory. New York: Oxford University Press
31. Lave, J. (1987). Cognition in practice. New York: Cambridge University Press
32. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press
33. Lee, C.D. (2008). The centrality of culture to the scientific study of learning and development: How an ecological framework in education research facilitates civic responsibility. Educational Researcher, 37, 267-279.
34. Lefebvre, H. (1991). The production of space. Malden: Blackwell Publishers
35. Lemke, J.L. (2000). Across the scales of time: Artifacts, activities, and meanings in ecosocial systems. Mind, Culture, and Activity, 7, 273-290.
36. Nasir, N.S. (2012). Racialized identities: Race and achievement among African American youth. Stanford: Stanford University Press
37. Nasir, N.S., & Hand, V. (2008). From the court to the classroom: Opportunities for engagement, learning, and identity in basketball and classroom mathematics. The Journal of the Learning Sciences, 17, 143-179.
38. Nisbett, R.E. (2009). Intelligence and how to get it: Why schools and cultures count. New York: Norton & Company
39. Pea, R., & Brown, J.S. (1991). Preface. In Lave, J. & Wenger, E. (Eds.), Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press
40. Penuel, W.R., & Bell, P. (in preparation). Transforming identity trajectories as a focus for learning research and a goal for educational design
41. Rodman, M.C. (1992). Empowering place: Multilocality and mulivocality. American Anthropologist, 94, 640-656.
42. Rouse, J. (1996). Engaging science: How to understand its practices philosophically. Ithaca: Cornell University Press
43. Saxe, G.B., & Esmonde, I. (2005). Studying cognition in flux: A historical treatment of Fu in the shifting structure of Oksapmin mathematics. Mind, Culture, and Activity, Special Issue: Combining longitudinal, cross-historical, and cross-cultural methods to study culture and cognition, 12, 171-225.
44. Sheehy, M., & Leander, K.M. (2004). Introduction. In K.M. Leander & M. Sheehy (Eds), Spatializing literacy research and practice (pp. 1-15). New York: Lang
45. Steele, C.M. (2010). Whistling Vivaldi and other clues to how stereotypes affect us. New York: Norton and Company
46. Stevens, R., O'Connor, K., Garrison, L., Jocuns, A., & Amos, D.M. (2008). Becoming an engineer: Toward a three dimension view of engineering learning. Journal of Engineering Education, 97, 355-368.
47. Stevens, R., Satwicz, T., & McCarthy, L. (2008). In-game, in-room, in-world: Reconnecting video game play to the rest of kids' lives. In K. Salen (Ed.), The ecology of games: Connecting youth, games, and learning (The John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning, pp. 41-66). Cambridge: MIT Press
48. Tzou, C., & Bell, P. (2012). The role of borders in environmental education: Positioning, power, and the paradox of categories. Ethnography and Education, 7, 265-282.
49. Wilkinson, S., & Kitzinger, C. (2003). Constructing identities: A feminist conversation analytic approach to positioning in action. In R. Harré & F. Moghaddam (Eds.), The self and others: Positioning individuals and groups in personal, political, and cultural contexts (pp. 157-180). Westport: Praeger
50. Wortham, S. (2004). The interdependence of social identification and learning. American Educational Research Journal, 41, 715-750.
51. Wortham, S. (2005). Learning identity: The joint emergence of social identification and academic learning. Cambridge: Cambridge University Press
52. Zimmerman, H.T. (2012). Participating in science at home: Recognition work and learning in biology. Journal of Research in Science Teaching, 49, 597-630.