A biological basis for generative learning in technology-and-science Part II: Implications for technology-and-science education

Schaverien, Lynette; Cosgrove, Mark

doi:10.1080/095006900289985

Cited by 14 publications

(5 citation statements)

References 32 publications

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“…[1] This original model appeared in print in Schaverien & Cosgrove (2000) with five acts of natural learning (excluding operating). Cosgrove has since proposed, in conversation, that operating be specifically differentiated from making, thereby constituting a sixth learning act.…”

Section: Notesmentioning

confidence: 99%

Emergent Collectivity: teachers as interdependent e-designers of professional development in K-6 Science and Technology

Forsyth

Schaverien

2005

Journal of In-service Education

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Communities (including online communities) appear to provide powerful contexts for the professional development of teachers. Yet, despite the apparent educational potency of groups, professional development research has almost exclusively focused on describing and explaining the learning of individuals. In a world where technology supports increasingly sophisticated collectivity within the workplace and beyond, there are compelling reasons for adopting a collective perspective on learning, for exploring the usefulness of new learning technologies in making such a perspective possible and for examining the worth of such an account. The authors take up the challenge of developing a preliminary position on group learning in this article. They describe and analyse aspects of the learning of a group of teachers in the first phase of a professional development project. This project, DESCANT -SciTech, is a large ARCfunded e-learning research and development collaboration between the University of Technology, Sydney and the NSW Department of Education and Training (DET). In so doing, they address the strategic challenge of how to gather data and report stories of group (not just individual) learning, and the conceptual one of how to explain and understand the growth of this professional group. In conclusion, they speculate as to the importance of this first step in developing a contemporary approach to professional (self-) renewal.

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Section: Notesmentioning

confidence: 99%

Emergent Collectivity: teachers as interdependent e-designers of professional development in K-6 Science and Technology

Forsyth

Schaverien

2005

Journal of In-service Education

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“…• Generate ideas • Test those ideas on their value • Keep those ideas which survive their tests Such a view of learning is in tune with Wittrock's (1974) and Minsky's (1986), and with new perspectives on knowledge-gaining, deriving from neuroscience (Edelman, 1992) and evolutionary epistemology (Plotkin, 1994(Plotkin, , 1998Schaverien & Cosgrove, 1997, 2000. From that view of learning, criteria for recognizing learning follow (as a progressive cycle of generating and testing ideas on their value).…”

Section: Documenting Development Over Time: Sustained Single Case Stumentioning

confidence: 99%

Families' engagement with young children's science and technology learning at home

Hall

Schaverien

2001

Science Education

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There is accumulating evidence of the worth of involving families in young children's learning in informal contexts. By exploring families' engagement with their children's science and technology learning at home over a 6-month period, the present investigation sought to illuminate both the nature and the educational significance of what families do. Initially, in order to seed scientific and technological inquiry in homes, kindergarten and year-one children investigated flashlights with family members at school. Each day, equipment was available to take home. Using established anthropological methods, one of the researchers investigated children's further inquiries beyond the classroom in diverse ways; for example, by visiting homes and conversing via telephone and facsimile. The findings showed that families engaged with children's inquiries at home in many ways-by providing resources, conversing, and investigating collaboratively with children. Moreover, when families pursued inquiries together and when children conducted their own sustained intellectual searches, children's ideas deepened. Such evidence of the educational significance of what families do suggests that early science and technology education might be made more effective if it were aligned with the ways people learn together outside formal institutions. ᭧ 2001 John Wiley & Sons, Inc. Sci Ed 85:454-481, 2001.

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“…Certains domaines scientifiques tels que la biotechnologie, n'entrent pas facilement dans les genres scientifiques scolaires correspondant aux travaux expérimentaux. L'utilisation des nouvelles technologies pour l'étude de certains thèmes pose un défi à ces approches génériques très normatives (Schaverien et Cosgrove, 2000). Enfin on sait que les élèves écrivent déjà sous des formes variées et dans des buts différents lorsqu'ils sont confrontés aux exigences des exercices traditionnels d'écriture (Kelly et Chen, 2000).…”

Section: Vue D'ensemble Des Recherches Sur L'écriture Pour Apprendreunclassified

Écrire pour apprendre les sciences au lycée : Stratégies d'écriture d'élèves.

Prain¹,

Hand²,

Hohenshell³

2001

aster

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Cet article porte sur une séquence d ’enseignement qui vise à diversifier et enrichir les moyens par lesquelles l’écriture aide les élèves à apprendre des concepts scientifiques. L’étude présentée a pour objectif d ’identifier les stratégies utilisées en sciences par un groupe d’élèves de dixième année (15 ans) quand ils tentent d’expliquer par écrit quelques concepts clefs de biotechnologie à des élèves plus jeunes. Elle cherche également à examiner dans quelle mesure ces stratégies et la façon dont elles ont été vécues par les élèves correspondent aux connaissances actuelles sur les processus par lesquels l’écriture favorise l’apprentissage scolaire. Le protocole de recherche a associé une analyse de contenu des textes des élèves et des entretiens sur la façon dont ils avaient perçu leurs processus rédactionnels et les textes qu’ils avaient produits. Les résultats indiquent que les stratégies de rédaction sont considérées par les élèves comme participant à leur apprentissage et que ces stratégies sont cohérentes avec les théories actuelles sur l’intérêt de la révision textuelle dans les pratiques d’écriture pour apprendre.

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A biological basis for generative learning in technology-and-science Part II: Implications for technology-and-science education

Cited by 14 publications

References 32 publications

Emergent Collectivity: teachers as interdependent e-designers of professional development in K-6 Science and Technology

Emergent Collectivity: teachers as interdependent e-designers of professional development in K-6 Science and Technology

Families' engagement with young children's science and technology learning at home

Écrire pour apprendre les sciences au lycée : Stratégies d'écriture d'élèves.

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