Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2191
Title: Kitchen Chemistry: Supporting Learners’ Decisions in Science
Authors: Yip, Jason
Clegg, Tamara
Bonsignore, Elizabeth
Gelderblom, Helene
Lewittes, Becky
Guha, Mona Leigh
Druin, Allison
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Yip, J., Clegg, T., Bonsignore, E., Gelderblom, H., Lewittes, B., Guha, M. L., & Druin, A. (2012). Kitchen Chemistry: Supporting Learners’ Decisions in Science. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 103-110). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: Students often find science to be disconnected from their everyday lives. One reason for this disengagement is that learners are often not given the chance to choose how to pursue their personal goals using science reasoning. Therefore, we are creating science programs that emphasize life-relevant learning - the ability to engage science learners in the context of achieving their own goals. We developed Kitchen Chemistry to engage and support children in the design of their own personal investigations. In this paper, we use a case study analysis to examine three groups of learners in Kitchen Chemistry. We analyze the decisions that learners make, how learners make these decisions, and the supports needed to make informed choices. We examine how the use of semi-structured activities, whole group discussions, adult facilitation, and mobile technologies interact and support learners in their decision-making practices.
URI: https://doi.dx.org/10.22318/icls2012.1.103
https://repository.isls.org//handle/1/2191
Appears in Collections:ICLS 2012

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