Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3951
Title: Of Grids and Jars: A Comparative Analysis of Representational Infrastructure and Learning Opportunities in Middle School and Professional Science
Authors: Hall, Rogers
Lehrer, Rich
Lucas, Deb
Schauble, Leona
Issue Date: Jun-2004
Publisher: Lawrence Erlbaum Associates
Citation: Hall, R., Lehrer, R., Lucas, D., & Schauble, L. (2004). Of Grids and Jars: A Comparative Analysis of Representational Infrastructure and Learning Opportunities in Middle School and Professional Science. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 238-245). Santa Monica, CA: Lawrence Erlbaum Associates.
Abstract: We focus on representational infrastructures that allow people to render, manipulate, and explore aspects of complex natural systems (e.g., the foraging behavior of a colony of termites on the forest floor or the ecology of a closed pond). By contrasting routine and innovative uses of representational infrastructure, we seek to understand how opportunities for learning are distributed in project work that is enabled by infrastructure, while that infrastructure is, itself, under development. We report on a comparative analysis of how learning and infrastructure are related in a field entomology research group and in a 6th grade integrated science and mathematics classroom.
URI: https://doi.dx.org/10.22318/icls2004.238
https://repository.isls.org//handle/1/3951
Appears in Collections:ICLS 2004

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