Changing conceptual ecologies with task-structured science curricula

David E. Kanter, Bruce L Sherin, Victor Lee

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Scopus citations

Abstract

There is currently a great deal of interest in science curricula in which student learning is organized around a single overarching task. One claim is that this approach can lead to a better understanding of scientific content, where content is understood in its original, narrow sense. As researchers, we would like to know if these claims about student content learning actually hold. Ideally, we would be able to map out students' changing conceptual ecologies. However, such work is theoretically and methodologically difficult. To make this task feasible, we focus on the recurrent functional patterns of knowledge, which we refer to as modes. Using "mode-sensitive" clinical interviews with middle school students working with the "I, Bio" curriculum, we demonstrate how analysis at the level of modes can capture the landscape of a conceptual ecology, and provide a language for describing the broad sweep of conceptual changes that result from task-structured instruction.

Original languageEnglish (US)
Title of host publicationICLS 2006 - International Conference of the Learning Sciences, Proceedings
Pages293-299
Number of pages7
StatePublished - Dec 1 2006
Event7th International Conference of the Learning Sciences, ICLS 2006 - Bloomington, IN, United States
Duration: Jun 27 2006Jul 1 2006

Publication series

NameICLS 2006 - International Conference of the Learning Sciences, Proceedings
Volume1

Other

Other7th International Conference of the Learning Sciences, ICLS 2006
CountryUnited States
CityBloomington, IN
Period6/27/067/1/06

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Fingerprint Dive into the research topics of 'Changing conceptual ecologies with task-structured science curricula'. Together they form a unique fingerprint.

  • Cite this

    Kanter, D. E., Sherin, B. L., & Lee, V. (2006). Changing conceptual ecologies with task-structured science curricula. In ICLS 2006 - International Conference of the Learning Sciences, Proceedings (pp. 293-299). (ICLS 2006 - International Conference of the Learning Sciences, Proceedings; Vol. 1).