Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3247
Title: Mapping the learning pathways and processes associated with the development of expertise and learner identities
Authors: Bricker, Leah
Bell, Philip
Reeve, Suzanne
Barron, Brigid
Pinkard, Nichole
Gomez, Kimberley
Martin, Caitlin Kennedy
Lee, Akili
Chen, Mark
Zimmerman, Heather
Tzou, Carrie
Scalone, Giovanna
Hoadley, Christopher
Honwad, Sameer
Mertl, Veronique
Stevens, Laurie McCarthy Reed
Levias, Sheldon
Feinstein, Noah
Azevedo, Flavio
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Bricker, L., Bell, P., Reeve, S., Barron, B., Pinkard, N., Gomez, K., Martin, C. K., Lee, A., Chen, M., Zimmerman, H., Tzou, C., Scalone, G., Hoadley, C., Honwad, S., Mertl, V., Stevens, L. M., Levias, S., Feinstein, N., & Azevedo, F. (2008). Mapping the learning pathways and processes associated with the development of expertise and learner identities. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 3 (pp. 206-213). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: This poster session showcases ten examples of expertise development in everyday domains of personal relevance and consequence to learners. The collection of cases highlighted in the posters stem from ethnographic research studies investigating learning from socio-cultural-historical perspectives. In each poster, authors describe their ethnographic project, explicate a case of expertise development, and detail the specific learning processes, practices, and pathways associated with that expertise development. Implications for understanding personally relevant and consequential learning for the design of effective learning environments in K-12 STEM classrooms and beyond will be discussed. Discussion will also include plans for the design and implementation of a data repository, which will house a broad set of learning cases, such as those detailed in this poster session, with the goals of supporting collaborative theoretical synthesizing related to diverse learning-related phenomena and helping researchers and educators understand the details of learning as it socially occurs in meaningful ways.
URI: https://doi.dx.org/10.22318/icls2008.3.206
https://repository.isls.org//handle/1/3247
Appears in Collections:ICLS 2008

Files in This Item:
File SizeFormat 
206-213.pdf252.69 kBAdobe PDFView/Open


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