Curriculum-Based Ecosystems: Supporting Knowing from an Ecological Perspective

Autor/inn/en	Barab, Sasha A.; Roth, Wolff-Michael
Titel	Curriculum-Based Ecosystems: Supporting Knowing from an Ecological Perspective
Quelle	In: Educational Researcher, 35 (2006) 5, S.3-13 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
Schlagwörter	Ecology; Educational Environment; Curriculum Design; Social Networks; Student Participation; Learning Processes + Suchen Sie Ihr Suchwort? Ökologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrplangestaltung; Social network; Soziales Netzwerk; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Learning process; Lernprozess
Abstract	The goal of this article is to advance an ecological theory of knowing, one that prioritizes engaged participation over knowledge acquisition. To this end, the authors begin by describing the environment in terms of "affordance networks": functionally bound potentials extended in time that can be acted upon to realize particular goals. Although there may be socially agreed-upon trajectories specifying the necessary components of a network activated for realizing a particular goal, the particular network engaged by an individual is dependent on adopted intentions and available "effectivity" sets, the attunements and behaviors that an individual can enlist to realize an affordance network. Thus, to help clarify the challenges of connecting learners to ecological systems through which affordance networks are activated, the authors use the term "life-world," which refers to the environment from the perspective of an individual. Building on their characterization of affordance networks, effectivity sets, and life-worlds, the authors offer an ecological focal point for curricular design. (Contains 4 notes and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10