{"id":5688,"date":"2018-03-19T08:55:49","date_gmt":"2018-03-19T15:55:49","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=5688"},"modified":"2018-03-19T08:55:49","modified_gmt":"2018-03-19T15:55:49","slug":"adventure-in-authentic-environments","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/03\/19\/adventure-in-authentic-environments\/","title":{"rendered":"Adventure in Authentic Environments"},"content":{"rendered":"

How is knowledge relevant to math or science constructed? How is it possibly generated in these networked communities?\u00a0\u00a0<\/span><\/p>\n

We learn best when it matters to us.\u00a0 When the topic and context is relevant to our lives.\u00a0 This idea is exemplified in the\u00a0three articles I read this week.\u00a0 In adventure learning,\u00a0Velestsianos\u00a0and\u00a0Kleanthous\u00a0(2009) argue that meaningful learning is reliant upon relevant and authentic tasks and adventure learning allows students to “…learn by immersing themselves in participatory experiences grounded in inquiry”\u00a0(Veletsianos\u00a0&\u00a0Kleanthous, 2009, p. 86).\u00a0\u00a0This connects to the ideas that have been prevalent throughout the course.\u00a0 The idea that inquiry, grounded in constructivist and situated learning theories, is best developed and honed through inquiry learning.\u00a0\u00a0Veletsianos\u00a0and\u00a0Kleanthous\u00a0echo and cement these ideas even further by arguing that “While the AL approach may be grounded on\u00a0constructivist\u00a0notions of inquiry-based learning, teachers can repurpose the adventure learning approach according to their own needs and beliefs”\u00a0(Veletsianos\u00a0&\u00a0Kleanthous, 2009, p.\u00a093).\u00a0 This is the bread and butter of adventure learning; the\u00a0malleability\u00a0to meet students needs while creating an authentic context to make the most of student learning and skill development.\u00a0<\/span><\/p>\n

Carraher,\u00a0Carraher, and Schliemann’s (1985) study of mathematics in the streets prove that a need for skills and knowledge, and an immediate need for the knowledge and skills in an excellent indicator and motivator of learning.\u00a0 With little formal education, students in Brazil demonstrated active and masterful computation skills.\u00a0 These skills and knowledge were acquired by the students on the job, in the streets because they\u00a0needed<\/i>\u00a0them.\u00a0 The context was authentic, the demand for the skills was high, and their learning was deep and meaningful.\u00a0<\/span><\/p>\n

How can we replicate this environment in our classrooms?\u00a0 By knowing our students.\u00a0 By connecting the curriculum to the world around them and by allowing them to make their own connections.\u00a0 By making the skills connect to contexts that matter to our kids.\u00a0 By solving real world problems using the math and science content we are required to teach and learn.\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

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Carraher, T.,\u00a0Carraher, D., & Schliemann, A. (1985). Mathematics in the streets and in schools.\u00a0British Journal Of Developmental Psychology<\/i>,\u00a03<\/i>(1), 21-29.\u00a0http:\/\/dx.doi.org\/10.1111\/j.2044-835x.1985.tb00951.x<\/a>\u00a0<\/span><\/p>\n

Spicer, J., & Stratford, J. (2001). Student perceptions of a virtual field trip to replace a real field trip.\u00a0Journal Of Computer Assisted Learning<\/i>,\u00a017<\/i>(4), 345-354.\u00a0http:\/\/dx.doi.org\/10.1046\/j.0266-4909.2001.00191.x<\/a>\u00a0<\/span><\/p>\n

Veletsianos, G., &\u00a0Kleanthous, I. (2009). A review of adventure learning.\u00a0The International Review Of Research In Open And Distributed Learning<\/i>,\u00a010<\/i>(6), 84. http:\/\/dx.doi.org\/10.19173\/irrodl.v10i6.755\u00a0\u00a0\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

How is knowledge relevant to math or science constructed? How is it possibly generated in these networked communities?\u00a0\u00a0 We learn best when it matters to us.\u00a0 When the topic and context is relevant to our lives.\u00a0 This idea is exemplified in the\u00a0three articles I read this week.\u00a0 In adventure learning,\u00a0Velestsianos\u00a0and\u00a0Kleanthous\u00a0(2009) argue that meaningful learning is […]<\/p>\n","protected":false},"author":31999,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669399,1],"tags":[],"class_list":["post-5688","post","type-post","status-publish","format-standard","hentry","category-b-knowledge-diffusion","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5688","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/31999"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=5688"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5688\/revisions"}],"predecessor-version":[{"id":5691,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/5688\/revisions\/5691"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=5688"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=5688"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=5688"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}