Icls talk 2012
description
Transcript of Icls talk 2012
![Page 1: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/1.jpg)
Kitchen Chemistry Supporting Learners’ Decisions in Science
Jason C. Yip, Tamara Clegg, Elizabeth Bonsignore, Helene Gelderblom, Becky Lewittes, Mona Leigh Guha, and Allison Druin
![Page 2: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/2.jpg)
“Science for all” (AAAS, 1990)
![Page 3: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/3.jpg)
Atwater, 1996Basu & Barton, 2007 Brickhouse & Potter, 2001
Lee & Fradd, 1998
Traditional science learning can be
ALIEN
BORING
DISCONNECTED
![Page 4: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/4.jpg)
4
Life-relevant Learning
Environments
GoalsPersonal meaning
Identify and explore
![Page 5: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/5.jpg)
Kitchen Chemistry
Clegg et al., 2006; 2010; 2011
![Page 6: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/6.jpg)
Kitchen
6
Chemistry
Facilitation
Semi-structure activities
Whole group discussions
Mobile technologies
![Page 7: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/7.jpg)
Story Kit
Bederson et al., 2009
![Page 8: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/8.jpg)
Choice
Day
Semi Structured Activities
Whole DiscussionsGroup
Mobile Technologies
Facilitation
![Page 9: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/9.jpg)
Learners’
design of
scientific
investigations
based on their
own personal
goals is…
NO EASY TASK!
![Page 10: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/10.jpg)
Forget the purpose
End investigations prematurelyFail to recognize importance of scientific situations
Need help pursuing interests and goals
Gleason & Schauble, 1999
Quintana et al., 2004
![Page 11: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/11.jpg)
How
informed
wecan
support
decision making ?
![Page 12: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/12.jpg)
What decisions learners make in the development of their own investigations?
Question #1
![Page 13: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/13.jpg)
How do learners come to make such decisions?
Question #2
![Page 14: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/14.jpg)
What aspects of the learning environment support these choices?
Question #3
![Page 15: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/15.jpg)
Methods
Yin’s (2003) comparative case studies
Context: A one week implementation of KC with learners between the ages of 9 to 13.
Case selection: Three Choice Day groups
![Page 16: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/16.jpg)
Videos of all activities
Interviewedlearners
Field notes StoryKitentries
![Page 17: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/17.jpg)
Initial examinationEmerging patterns
TriangulationChain of evidence
ValidityCross case analysis
Data analysis
![Page 18: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/18.jpg)
Lisa & “ Togo ” Cakes
![Page 19: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/19.jpg)
Denise
& Red Cakes
Lily,
Velvet
, and Meg
![Page 20: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/20.jpg)
Choice Day Synopsis
“Togo” cakes – Pancakes with syrup in the middle
Engineering tasks: Enough fluffiness and how to get the syrup in the middle of the syrup
![Page 21: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/21.jpg)
Q1: What decisions were made?
Decision #1: Chose to use baking powder as a leavener and determined the amount to use with an experiment.
Decision #2: Chose to freeze different syrups to as the way to insert the liquid into the middle
![Page 22: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/22.jpg)
Q2: How were the decisions made?
Decision #1: Looked for heights of the foam generated from specific quantities of baking powder, water, and time in the microwave
![Page 23: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/23.jpg)
![Page 24: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/24.jpg)
Q2: How were the decisions made?
Decision #2: She developed an experiment to test out whether honey, corn syrup or maple syrup would freeze well enough to be inserted into the middle.
![Page 25: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/25.jpg)
![Page 26: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/26.jpg)
![Page 27: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/27.jpg)
Q3: What aspects of KC helped?
FacilitatorsSemi-structured experimentsWhole group discussionsTechnology
![Page 28: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/28.jpg)
Choice Day Synopsis
Red velvet cake – Denise wanted to make this because her aunt made this style of cake.
Denise initially did not think of this as a science investigation; she just wanted to make the cake.
![Page 29: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/29.jpg)
Q1: What decisions were made?
Decision #1: Comparison cake and a regular cake.
Decision #2: The regular cake uses one egg and baking soda + vinegar.
The comparison cake uses two eggs and baking powder.
![Page 30: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/30.jpg)
Q2: How were the decisions made?
Decision #1: The adult facilitators worked with the girls to figure out what their goals were for the cake.
![Page 31: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/31.jpg)
![Page 32: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/32.jpg)
Q2: How were the decisions made?
Decision #2: The girls wanted a “cakey” and “moist” cake.
![Page 33: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/33.jpg)
![Page 34: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/34.jpg)
![Page 35: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/35.jpg)
Q3: What aspects of KC helped?
FacilitatorsSemi-structured experimentsWhole group discussionsTechnology
![Page 36: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/36.jpg)
Learners and Choice
Science is not just about the content knowledge and the
social practices.
Learners may need a sense that making
informed decisions matter.
We attempted to use the four aspects of KC to explore the notion
that learners can make viable decisions.
![Page 37: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/37.jpg)
Takeaway
s
![Page 38: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/38.jpg)
Early
Matters
# 1
Decision Making
![Page 39: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/39.jpg)
Semi Structured Activities
Whole DiscussionsGroup
Choice Day
Mobile Technologies
Facilitation
![Page 40: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/40.jpg)
GuidanceMatters
Organization&
# 2
![Page 41: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/41.jpg)
Alignment Tension in decisions
![Page 42: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/42.jpg)
Reflection
Matters
# 3
![Page 43: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/43.jpg)
Slow Down Reflect
![Page 44: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/44.jpg)
acknowledgementsWe want to thank the CI Fellows program for funding this work.
Ben Bederson & Alex Quinn (StoryKit)
We acknowledge our participants and the local school community that partnered with us for this work.
![Page 45: Icls talk 2012](https://reader036.fdocuments.in/reader036/viewer/2022081413/547c38ddb4af9fd42c8b4886/html5/thumbnails/45.jpg)
tlclegg @jasoncyip@
ebonsign@