PERC 2010 Abstract Detail Page
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| Abstract Title: | Opportunities for Learning: Hybrid Spaces, Vygotsky, and the Endorsed Narrative |
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| Abstract: | This study seeks to answer the question, "How does learning happen?" The context was a Physics and Everyday Thinking course, a highly interactive physics curriculum in which students collect and analyze data as a means by which to establish scientifically accepted ideas. Two focus students were video taped throughout a unit on magnetism as they transitioned through 7 different representations of their model of magnetism. Evidence also shows that their discourse and model-building practices developed greatly throughout the unit. The findings of this study are framed in terms of Sfard and Laive's (2005) notion of the objectification of discourse as a definition of learning. I will demonstrate that the learning of physics that was observed in this study resulted from the students objectifying their discourse away from the self and its communication with other people and toward the self in relation to the human-independent world of magnetic phenomena. Evidence is used to demonstrate how elements of the curriculum, classroom norms, and the discourse itself were instrumental in the learning that took place for these students. |
| Abstract Type: | Targeted Poster |
| Targeted Session: | Characterizing Participation in and around the Physics Classroom |
Author/Organizer Information | |
| Primary Contact: |
Valerie Otero University of Colorado at Boulder School of Education Boulder, CO 80309 |
