Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1024
Title: What Does "Doing" Science Mean in the Elementary School Classroom? Bruno Latour, Inscriptional Transformations, and a New Look at Children’s Interactions with Phenomena
Authors: Lanouette, Kathryn
Berson, Eric
Metz, Kathleen E.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Lanouette, K., Berson, E., & Metz, K. E. (2014). What Does "Doing" Science Mean in the Elementary School Classroom? Bruno Latour, Inscriptional Transformations, and a New Look at Children’s Interactions with Phenomena. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1537-1538.
Abstract: Redesigning the way children interact with phenomena is critical to supporting learning science's core ideas through authentic scientific practices. Examining one design experiment through the lens of Latour, we analyze how 2nd and 3rd grade students interact with phenomena at a botanical garden and how their inscriptional transformations parallel Latour's observations of scientists' field research and laboratory interpretation. Our analysis suggests these practices support children understanding science's "big ideas" as they learn in multiple contexts.
URI: https://doi.dx.org/10.22318/icls2014.1537
https://repository.isls.org//handle/1/1024
Appears in Collections:ICLS2014

Files in This Item:
File SizeFormat 
1537-1538.pdf201.57 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.