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LIFE-LONG LIFE-WIDE LIFE-DEEP LEARNING

LIFE-LONG LIFE-WIDE LIFE-DEEP LEARNING. Bronwyn Bevan March 30, 2014. WHAT IS THE EXPLORATORIUM?. EXPLORATORIUM A LABORATORY FOR LEARNING ABOUT LEARNING. MUSEUM You Tube PUBLISHER APPS DEVELOPER TEACHER PD INSTITUTES YOUTH DEVELOPMENT RESEARCH ON LEARNING

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LIFE-LONG LIFE-WIDE LIFE-DEEP LEARNING

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  1. LIFE-LONG LIFE-WIDE LIFE-DEEPLEARNING • Bronwyn BevanMarch 30, 2014

  2. WHAT IS THE EXPLORATORIUM?

  3. EXPLORATORIUMA LABORATORY FOR LEARNING ABOUT LEARNING • MUSEUM YouTube • PUBLISHER • APPS DEVELOPER • TEACHER PD INSTITUTES • YOUTH DEVELOPMENT • RESEARCH ON LEARNING • DESIGN STUDIO (EXHIBITS, MUSEUMS)

  4. EXPLORATORIUMA LABORATORY FOR LEARNING ABOUT LEARNING • MUSEUM • PUBLISHER • APPS DEVELOPER • TEACHER PD INSTITUTES • YOUTH DEVELOPMENT • RESEARCH ON LEARNING • DESIGN STUDIO (EXHIBITS, MUSEUMS)

  5. EXPLORATORIUMA LABORATORY FOR LEARNING ABOUT LEARNING • MUSEUM • PUBLISHER • APPS DEVELOPER • TEACHER PD INSTITUTES • YOUTH DEVELOPMENT • RESEARCH ON LEARNING • DESIGN STUDIO (EXHIBITS, MUSEUMS)

  6. EXPLORATORIUMA LABORATORY FOR LEARNING ABOUT LEARNING • MUSEUM • PUBLISHER • APPS DEVELOPER • TEACHER PD INSTITUTES • YOUTH DEVELOPMENT • RESEARCH ON LEARNING • DESIGN STUDIO (EXHIBITS, MUSEUMS)

  7. EXPLORATORIUMA LABORATORY FOR LEARNING ABOUT LEARNING • MUSEUM • PUBLISHER • APPS DEVELOPER • TEACHER PD INSTITUTES • YOUTH DEVELOPMENT • RESEARCH ON LEARNING • DESIGN STUDIO (EXHIBITS, MUSEUMS)

  8. EXPLORATORIUMINSTITUTE FOR RESEARCH AND LEARNING

  9. EXPLORATORIUMA LABORATORY FOR LEARNING ABOUT LEARNING Research Practice

  10. LL, LW, LD LEARNINGOVERVIEW • WHAT IS LEARNING? • SCIENCE LEARNING -- PRACTICE • EQUITY IN LEARNING • ECOLOGICAL VIEWS OF LEARNING

  11. WHAT IS LEARNING?

  12. LEARNINGWHAT IS IT? Novice A PROCESS OF … BEING, DOING, KNOWING, BECOMING -Herrenkohl & Mertl, 2009 Expert

  13. LEARNINGWHAT IS IT? Novice Journeyman Using and sometimes mastering concepts, tools, and practices; adopting identities; that allow for increasingly creative and productive participation in a social enterprise. – Vygotsky Expert

  14. LEARNINGWHAT IS IT? Novice ZPD Mastering concepts, cultural tools and practices; adopting identities; that allow for increasingly creative and productive participation in the enterprise. – Vygotsky; Lave & Wenger, 1991 Expert

  15. LEARNINGCULTURAL TOOLS Novice ZPD Tools for Participation Scientific Concepts Scientific Instruments Scientific Practices Scientific Epistemologies Expert

  16. LEARNINGEVIDENCE OF LEARNING Novice ZPD Increasingly sophisticated use of Scientific Concepts Scientific Instruments Scientific Practices Scientific Epistemologies Expert

  17. LEARNINGWHAT IS THE ENTERPRISE? Future Citizen Future Scientist ZPD Is it professional science? Is it navigating a complex STEM-infused world? Which cultural tools do you need for which enterprise? Who are we talking to? Expert

  18. STEM LEARNINGREFRAMING SCIENCE LITERACY • Science literacy aims to produce marginal insiders: people who have had a glimpse of science content and process but no sense of how to connect it with their everyday lives. • We should help people to become competent outsiders: people who recognize when science is relevant to their lives and can interact with sources of scientific expertise to help them achieve their goals. • Feinstein, 2011

  19. STEM LEARNING-US Natl Research Council, 2010

  20. STEM LEARNINGIS IT BROKEN?

  21. STEM LEARNINGSIX STRANDS • INTEREST • CONCEPTS • SKILLS • EPISTEMOLOGIES • PRACTICES • IDENTITIES -NRC, 2009

  22. STEM LEARNINGNEXT GEN SCIENCE STANDARDS • CORE CONCEPTS • CROSS CUTTING THEMES • STEM PRACTICES -NRC, 2012

  23. STEM LEARNINGCROSS-CUTTING THEMES 1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation 6. Structure and function 7. Stability and change -NRC, 2012

  24. STEM LEARNINGSTEM PRACTICES Questioning Modeling Investigating Interpreting data Computational thinking Explaining Arguing Communicating -NRC, 2012

  25. ECOLOGICAL PERSPECTIVES

  26. AN ECOSYSTEMS APPROACHIN THE ZEITGEIST • National Research Council (2013) Teachers Advisory Committee – policy recommendations. • Research+Practice Collaboratory (2013-18) tools and studies supporting cross-setting learning. • National Research Council (2014) Committee on Learning STEM in Out of School Time Settings -- policy recommendations for funding.

  27. STEM LEARNINGLIFE-LONG•LIFE-WIDE•LIFE-DEEP • Learning is a process that takes place across time and settings. - Bransford et al., 2006. • Values, beliefs, interests, and understandings are a resource for learning: profoundly shaping how one approaches and engages learning opportunities. - Banks et al., 2006. • Values, beliefs, interests, and understandings are developed in many places. They also fluctuate and may evolve into sustained “lines of practice.” - Azevedo, 2011.

  28. STEM LEARNINGLIFE-LONG•LIFE-WIDE•LIFE-DEEP Courtesy LIFE Center, U Washington, 2005

  29. 18.5%

  30. 40.75% 18.5% 40.75%

  31. AN ECOSYSTEMS APPROACHEQUITY IN EDUCATION • Access to ongoing, multiple opportunities to do and learn STEM. • STEM introduced as the best means towards achieving goals that are meaningful to the learner. • Learning activities leverage people’s familiar personal, family, andculturalresources and routines.

  32. AN ECOSYSTEMS APPROACH THREE MODELS

  33. STEM LEARNING SYSTEMS IN THE ECOLOGY Ecology media Socio-politico OST faith etc. home peers school 2/22/14

  34. STEM LEARNING ECOLOGY BECOMING STEM ENGAGED Ecology media Socio-politico OST STEM engaged person faith Zygote etc. home peers school 2/22/14

  35. AN ECOSYSTEMS APPROACH ENRICHMENT MODEL Ecology STEM media STEM OST Socio-politico STEM OST STEM OST faith etc. STEM home peers STEM OST STEM STEM OST school STEM 2/22/14

  36. AN ECOSYSTEMS APPROACH CONNECTED MODEL Ecology STEM media Socio-politico STEM OST faith etc. home STEM peers school 2/22/14

  37. AN ECOSYSTEMS APPROACH CULTURAL MODEL Ecology media Socio-politico STEM OST etc. home peers school 2/22/14

  38. STEM LEARNING ECOLOGY POSSIBILITIES Ecology STEM media STEM OST Socio-politico STEM STEM OST STEM OST faith ETC ETC STEM home peers STEM OST STEM STEM OST school STEM 2/22/14

  39. What out-of-school experiences were most influential in affecting your decision to pursue science? (talk to your neighbor)

  40. OUTREACH PLANS THREE MODELS

  41. OUTREACH PLANS Marginal Insiders? Competent Outsiders? Future Scientists?

  42. OUTREACH PLANS THREE MODELS • Enrichment (Sust Prisons) • Connected (AMNH) • Cultural (Emdin + Sci Gallery)

  43. Who do you want to engage with your ideas:[future] scientists?competent outsiders?marginal insiders? Why? (talk to your neighbor)

  44. ASSIGNMENT How can your project be designed to broaden participation in STEM learning? How would you vary it to include “Competent Outsiders”as well as Future Scientist?

  45. END

  46. EQUITY AND ECOSYTSEMSREFERENCES • Azevedo, F. S. (2011). Lines of practice: A practice-centered theory of interest relationships. Cognition and Instruction, 29(2), 147-184 • Banks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Gutierrez, K. D., . . . Zhou, M. (2007). Learning in and out of school in diverse environments: Life-long, life-wide, life-deep. Seattle, Washinton: The LIFE Center (The Learning in Informal and Formal Environments Center), University of Washington, Stanford University, and SRI International and Center for Multicultural Education, University of Washington. • Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. • Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168-185. • Herrenkohl, L. R., & Mertl, v. (2010). How students come to be, know, and do: A case for a broad view of learning. New York: Cambridge University Press. • Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press. • National Research Council (2009). Learning science in informal environments. Washington, DC: National Academy Press. • National Research Council (NRC, 2011) A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: National Academy Press. • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Michael Cole, Vera John-Steiner, Sylvia Scribner, and Ellen Souberman. Cambridge, MA: Harvard University Press.

  47. EQUITY AND ECOSYTSEMSURLs • Exploratoriumhttp://www.youtube.com/watch?v=B4BUQcj57Sg • Tinkering in the Exploratorium Institute for Research and Learninghttp://www.youtube.com/watch?v=QuiZpfYgC3o • Enrichment Model: Sustainable Prisons http://sustainabilityinprisons.org/stories/ • Connected Model: American Museum of Natural History Urban Advantage programhttp://researchandpractice.org/videos/165 • Cultural Model: Hip Hop and Science Argumentationhttp://researchandpractice.org/videos/166 • Cultural Model: Science Gallery Dublin https://www.youtube.com/watch?v=_RePBYl3dzA • Highly Recommended! Why scientists should do outreach: http://nsf.gov/news/mmg/mmg_disp.jsp?med_id=64778&from=

  48. bronwynb@exploratorium.edu • Bronwyn Bevan, PhD • Director, Exploratorium Institute for Research and Learning

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