PERC 2016 Abstract Detail Page
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| Abstract Title: | Reducing the "real world"/classroom divide |
|---|---|
| Abstract: | What does it look like to create educational spaces that reduce barriers between the classroom and the "real world"? We report on two research strands (Transformative Experiences (TE) and Definitional Ownership (DO)) that examine related goals: students use ideas constructed in class (a concept or a definition) to "see" their everyday world in new and meaningful ways. (E.g. "I am now constantly thinking about how light rays travel" and "I see thresholds everywhere now!") Research on these strands require methodological innovations; we will discuss novel analysis methods as well as our ongoing efforts to connect with existing methodologies and research strands. For instance, the following shared theme has emerged from our joint work: positioning students as accountable authors (Greeno, 2006) of scientific concepts plays a role in an expansive framing (Engle, 2006; Engle, et al, 2012) of classroom activity; such framing, we hypothesize, fosters both TE and DO. Research supported through NSF Grant #1140785 and Spencer Foundation Grant #201100101. |
| Abstract Type: | Symposium Talk |
| Parallel Session: | Iteration, Ownership, and Emotions: Examining How Classroom Experiences in Physics Move Outside the Classroom |
Author/Organizer Information | |
| Primary Contact: |
Leslie Atkins Elliott Boise State University |
| Co-Author(s) and Co-Presenter(s) |
Angela Little, Michigan State University |
