Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2656
Title: Micros and Me: Leveraging home and community practices in formal science instruction
Authors: Tzou, Carrie
Bell, Philip
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Tzou, C. & Bell, P. (2010). Micros and Me: Leveraging home and community practices in formal science instruction. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 1135-1142). Chicago IL: International Society of the Learning Sciences.
Abstract: Critiques of school science from sociocultural perspectives focus on the narrow scope of the science that is presented to students in school, which in turn constrains how children should engage in scientific sense-making in classrooms. We have designed a seven-week instructional intervention, Micros and Me, which attempts to (a) make science more personally consequential to students' lives and cultural memberships, and (b) connect authentic scientific practices deeply with students' repertoires of practice. We report on two iterations of Micros and Me, focusing our analysis on two design issues: (1) how we attempted to broaden the definition of what counts as school science through a self-documentation task, and (2) how the self-documentation task problematized the conception of "culture" in each of the classrooms. We end with design implications for the design of science learning environments that take as their starting point deep knowledge of students' repertoires of practice.
URI: https://doi.dx.org/10.22318/icls2010.1.1135
https://repository.isls.org//handle/1/2656
Appears in Collections:ICLS 2010

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