How is knowledge relevant to math or science constructed? How is it possibly generated in these networked communities? Provide examples to illustrate your points.
Driver et al (1994) highlight the personal construction and social construction of learning science as a process that involves making sense of our everyday interactions with scientific phenomena and engaging in scientific discourse. These concepts parallel with Piagetian and Vygotskian theories. It is important for learners to engage in both personal and social construction because they should be able to engage in science in a variety of contexts. The commentary of Driver et al (1994) dismisses basic accretion and assimilation; their commentary parallels with Winn’s (2002) ideas of the umwelt. Essentially, as the umwelt (visualization of schema and connected schema) develops as students engage in cycles of equilibrium and disequilibrium. Through accretion, tuning, and accommodation, a more nuanced and vast umwelt develops and students will recognize and apply that some theories are more relevant in specific concepts. Depending on the scenario and context, students can switch between theories and recognize how they supplement each other.
For this module, I explored the Exploratorium and Virtual Field Trips. Both of these networked communities can be used to construct the learning of science. They allow students to develop their interests in greater depth and continue learning outside of the classroom. Depending on the resource used, students can join participatory cultures.
Exploratorium and similar open resources from museums
The Exploratorium’s online resources remind me of DIY activities. These could be starting points for deeper conversations. I really like how these activities are accessible and can encourage deeper learning. I did, however, find that the resources are more geared towards K-6, but I may also have this lens given the COVID-19 situation. When looking at resources from the Royal Ontario Museum, I couldn’t help but feel that things are better in the actual museum. I’ve always loved being able to go into the museum, wander through exhibits, play with the new tech experiences, and listen in to guided tours.
The online resources can bring the museum learning home. As Hsi (2008) mentions, museums and science centres are also supplementing visits with pre and post activities. I can see these online resources being used by students and their families to continue exploring topics. Although some resources appear to be more geared towards classroom teachers, they can be modified for family use. I really like how many of the activities can be project based so students are engaging in a variety of skills that are used by the scientific community (e.g., research, observation, communication) as well as other age-geared skills (e.g., fine motor, gross motor).
Virtual Field Trips
I watched the virtual field trip to Astra Zeneca. It was very similar to TV show episodes where you get an inside look into a workplace. The only main difference I noticed is that the host encouraged viewers to participate on Twitter with a specific hashtag.
Other modern equivalents of virtual field trips could include live streams, Instagram takeovers, and vlogs featuring things like a day in the life of _____ or an AMA (Ask Me Anything).
Virtual field trips allow users a selected glimpse into an environment they may not normally have access to. Since they are available on the internet, users can choose what they are interested in. In terms of what Driver et al (1994) mention about the engagement of scientific discourse, virtual field trips and conversations with the scientific community (research based and otherwise) humanizes and contextualizes what students have/will learn in the classroom. These virtual trips can also transcend what might normally be selected in the classroom curriculum.
References
Driver, R., Asoko, H., Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom. Educational researcher, 23(7), 5-12.
Hsi, S. (2008). Information technologies for informal learning in museums and out-of-school settings. International handbook of information technology in primary and secondary education, 20(9), 891-899.
Winn, W. (2003). Learning in artificial environments: Embodiment, embeddedness, and dynamic adaptation. Technology, Instruction, Cognition and Learning, 1(1), 87-114.