Making learning whole: An instructional approach for mediating the practices of authentic science inquiries

Cultural Studies of Science Education

Volumn 8, Issue 1, 2013, Pages 51-86

  Liljeström, Anu ^a   Enkenberg, Jorma ^a   Pöllänen, Sinikka ^a  

^a UNIVERSITY OF EASTERN FINLAND   (Finland)

Author keywords

Activity theory; Authentic science practices; Learning by collaborative designing; Multi age learning community; Whole task approach

Indexed keywords

EID: 84874107368     PISSN: 18711502     EISSN: 18711510     Source Type: Journal    
DOI: 10.1007/s11422-012-9416-0     Document Type: Article

References (61)

1. Arvaja, M. (2005). Collaborative knowledge construction in authentic school contexts. University of Jyväskylä. Institute for Educational Research. Research 14
2. Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutierrez, K. D. et al. (2007). Learning in and out of school diverse environments: Life-long, life-wide, life-deep. Report from the LIFE Center and the Center for Multicultural Education, University of Washington, Seattle. Retrieved November 10, 2008 from http://life-slc. org/docs/Banks_etal-LIFE-Diversity-Report. pdf.
3. Barab, S. A. (2006). Design-based research: A methodological toolkit for the learning scientist. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 153-169). Cambridge: Cambridge University Press.
4. Bednarz, S. W. (2004). Geographic information systems: A tool to support geography and environmental education? GeoJournal, 60, 191-199.
5. Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: A reconceptualization of educational practice. In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 269-292). Mahwah, NJ: Lawrence Erlbaum Associates.
6. Bransford, J., Derry, S., Berliner, D., Hammerness, K., & Beckett, K. L. (2005). Theories of learning and their roles in teaching. In L. Darling-Hammond, J. Bransford (Eds.), Preparing teachers for changing world. What teachers should learn and be able to do. (pp. 40-87). San Francisco: Jossey-Bass A Wiley Imprint.
7. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
8. Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
9. Chinn, P. W. U. (2006). Preparing science teacher for culturally diverse students: Developing cultural literacy through cultural immersion, cultural translators and communities of practice. Cultural Studies of Science Education, 1, 367-402.
10. Chinn, C. A., & Malhotra, B. A. (2002a). Children's responses to anomalous scientific data: How is conceptual change impeded? Journal of Educational Psychology, 94, 327-343.
11. Chinn, C. A., & Malhotra, B. A. (2002b). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-218.
12. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
13. Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological Issues. The Journal of Learning Sciences, 13, 15-42.
14. Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
15. Engeström, Y. (1992). Interactive expertise: Studies in distributed working intelligence. University of Helsinki, Department of Education, (Research Bulletin 83).
16. Finnish National Board of Education. (2004). National core curriculum for basic education 2004. Vammala: Vammalan Kirjapaino Oy.
17. Hall, A. (2007). Vygotsky goes online: Learning design from a socio-cultural perspective. Learning and socio-cultural theory: Exploring modern Vygotskian perspectives international workshop 2007, 1(1), 2007. Retrieved November 06, 2011 from http://ro. uow. edu. au/llrg/vol1/iss1/6.
18. Harel, I., & Papert, S. (1991). Software design as a learning environment. In I. Harel & S. Papert (Eds.), Constructionism (pp. 41-84). New Jersey: Ablex Publishing Corporation.
19. Jonassen, D. H. (2000). Revisiting activity theory as a framework for designing student-centered learning environments. In D. H. Jonassen & S. M. Land (Eds.), Theoretical foundations of learning environments (pp. 89-121). Mahwah, NJ: Lawrence Erlbaum Associates.
20. Kafai, Y., & Harel, I. (1991). Learning through design and teaching: Exploring social and collaborative aspects of constructionism. In I. Harel & S. Papert (Eds.), Constructionism (pp. 85-110). New Jersey: Ablex Publishing Corporation.
21. Kangas, K., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2007). The artifact project: History, science and design inquiry in technology enhanced learning at elementary level. Special issue of research and practice in technology enhanced learning, 2, 213-237.
22. Kärkkäinen, S., Keinonen, T., Kukkonen, J., Hurri, A., & Vesala, P. (2009). What is the greenhouse effect?: Fifth graders' ideas. The International Journal of Learning, 16, 415-429.
23. Kim, B., & Reeves, T. C. (2007). Reframing research on learning with technology: In search of the meaning of cognitive tools. Instructional Science, 35, 207-256.
24. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75-86.
25. Kolodner, J. L. (2006). Case-based reasoning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 225-242). Cambridge: Cambridge University Press.
26. Krajcik, J., & Blumenfeld, P. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317-333). Cambridge: Cambridge University Press.
27. Lahti, H., & Seitamaa-Hakkarainen, P. (2005). Towards participatory design in craft and design education. CoDesign, 1, 103-117.
28. Laru, J., Järvelä, S., & Clariana, R. B. (2012). Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a case study with K-12 learners. Interactive Learning Environments, 20, 1-15.
29. Lehrer, R., Ericsson, J., & Conell, T. (1995). Learning by designing hypermedia documents. Computers in Schools, 10, 227-252.
30. Liljeström, A., & Seppänen, H. (2004). "Yllätys, yllätys, muurahaispesässä on muurahaisia"-MapHit- luontohavaintopalvelu mobiilioppimisen välineenä. Erikoistyöraportti. Retrieved March 15, 2012, from http://www. maphit. com/luontohavainnot/Erikoistyoraportti. pdf.
31. Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Retrieved November 15, 2007, from Educause Learning Initiativ Web site: http://www. educause. edu/ir/library/pdf/ELI3009. pdf.
32. Mason, L. (2007). Introduction: Bridging the cognitive and sociocultural approaches in research on conceptual change: Is it feasible? Educational Psychologist, 42, 1-7.
33. Mattila, P., & Fordell, T. (2005). MOOP- Using M-Learning environment in primary schools. In H. van der Merwe & T. Brown (Eds.), Mobile technology: The future of learning in your hands. Proceedings of the fourth world conference on mLearning (pp. 107-111). Cape Town: mLearn 2005.
34. Meyer, X., & Crawford, B. A. (2011). Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies. Cultural Studies of Science Education, 6, 525-547.
35. Mikkola, M. (2011). Defining pedagogical boundaries at school-the routes to inclusion and conditions for collaborative learning. Jyväskylä: University of Jyväskylä.
36. Mueller, M. P. (2011). Ecojustice in science education: Leaving the classroom. Cultural Studies of Science Education, 6, 351-360.
37. National Education Technology Plan. (2010). Learning powered by technology. Retrieved November 07, 2011, from www. ed. cov/technology/netp-2010.
38. Newmann, F., Wehlage, G., & Lamborn, S. (1992). The significance and sources of student engagement. In F. Newman (Ed.), Student engagement and achievement in American secondary schools (pp. 11-39). New York, NY: Teacher's College Press.
39. Perkins, D. N. (2009). Making learning whole: How seven principles of teaching can transform education. San Francisco: Jossey-Bass.
40. Perkins, N., Hazelton, E., Erickson, J., & Allan, W. (2010). Place-based education and geographic information systems: Enhancing the spatial awareness of middle school students in Maine. Journal of Geography, 109, 213-218.
41. Pyhältö, K., Soini, T., & Pietarinen, J. (2010). Pupils' pedagogical well-being in comprehensive school-significant positive and negative school experiences of Finnish ninth graders. European Journal of Psychology of Education, 25, 207-221.
42. Rennie, & Jarvis, (1995). Children's choice of drawings to communicate their ideas about technology. Research in Science Education, 25, 239-252.
43. Renzulli, J. S., Gentry, M., & Reis, S. M. (2004). A time and a place for authentic learning. Educational Leadership, 62, 73-77.
44. Robinson, D., Schofield, J., & Steers-Wentzell, K. (2005). Peer and cross-age tutoring in math: Outcomes and their design implications. Educational Psychology Review, 17, 327-362.
45. Rogoff, B., Matusov, E., & White, C. (1996). Models of teaching and learning: Participation in a community of learners. In D. Olson & N. Torrance (Eds.), Handbook of education and human development: New models of learning, teaching, and schooling (pp. 388-414). London: Basil Blackwell.
46. Rogoff, B., Radziszewska, B., & Masiello, T. (1995). Analysis of developmental processes in sociocultural activity. In L. Martin, K. Nelson, & E. Tobach (Eds.), Sociocultural psychology. Theory and practice of doing and knowing (pp. 125-149). New York, NY: Cambridge University Press.
47. Roth, W.-M. (1998). Designing communities. Dordrecht: Kluwer Academic Publishers.
48. Roth, W.-M. (2005). Doing qualitative research: Praxis of methods. Rotterdam: Sense Publishers.
49. Roth, W. M., & Lee, S. (2004). Science education as/for participation in the community. Science Education, 88, 263-291.
50. Roth, W.-M., & Lee, Y. J. (2006). Contradictions in theorizing and implementing communities. Educational Research Review, 1, 27-40.
51. Sadler, T. D. (2009). Situated learning in science education: socio-scientific issues as contexts for practice. Studies in Science Education, 45, 1-42.
52. Salomon, G. (1993). No distribution without individual's cognition: a dynamic interactional view. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 111-138). Cambridge: Cambridge University Press.
53. Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33, 12-20.
54. Smith, C. L., Maclin, D., Houghton, C., & Hennessey, M. G. (2000). Sixth-grade students' epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18, 349-422.
55. Tabak, I., & Baumgartner, E. (2004). The teacher as partner: Exploring participant structures, symmetry, and identity work in scaffolding. Cognition and Instruction, 22, 393-429.
56. Temmes, E. (2005). Luonto koululaisten kokemana. In A.-L. Huttunen, & A.-M. Kokkonen, Suomen kasvatustieteellinen seura Jyväskylä 2005 (Eds.), Koulutuksen kulttuurit ja hyvinvoinnin politiikat. Retrieved November 01, 2011, from https://jyx. jyu. fi/dspace/bitstream/handle/123456789/18898/isbn9513923843. pdf?sequence=1.
57. van Oers, B. (1998). From context to contextualizing. Learning and Instruction, 8(6), 473-488.
58. Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11, 381-419.
59. Vygotski, L. S. (1978). Thought and language. Cambridge: MIT Press.
60. Vartiainen, H., Liljeström, A., & Enkenberg, J. (accepted). Introducing a design-oriented pedagogy to educate learners to meet the future needs. Accepted for publication Journal of Universal Computer Science: Special Issue on Technology for learning across physical and virtual spaces.
61. Wenger, E. (1998). Communities of practice: learning, meaning, and identity. New York: Cambridge University Press.