Please use this identifier to cite or link to this item:
|Title:||Of Grids and Jars: A Comparative Analysis of Representational Infrastructure and Learning Opportunities in Middle School and Professional Science|
|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.|
|Appears in Collections:||ICLS 2004|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.