Explainers' Development of Science-Learner Identities through Participation in a Community of Practice

Autor/in	Richardson, Anne E.
Titel	Explainers' Development of Science-Learner Identities through Participation in a Community of Practice
Quelle	(2012), (258 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Antioch University New England
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2671-8667-6
Schlagwörter	Hochschulschrift; Dissertation; Science Education; Scientific Literacy; Museums; Science Teaching Centers; Science Teachers; Field Trips; Communities of Practice; Informal Education; Case Studies; Semi Structured Interviews; Participant Observation; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Naturwissenschaftliche Bildung; Museum; Museumswesen; Museen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Exkursion; Community; Informelle Bildung; Nichtformale Bildung; Case study; Fallstudie; Case Study; Teilnehmende Beobachtung; Kalifornien
Abstract	The urgent environmental issues of today require science-literate adults to engage in business and political decisions to create solutions. Despite the need, few adults have the knowledge and skills of science literacy. This doctoral dissertation is an analytical case study examining the science-learner identity development of Exploratorium Field Trip Explainers. Located in San Francisco, CA, the Exploratorium is a museum of science, art, and human perception dedicated to nurturing curiosity and exploration. Data collected included semi-structured interviews with sixteen former Field Trip Explainers, participant observation of the current Field Trip Explainer Program, and review of relevant documentation. Data analysis employed constant comparative analysis, guided by the communities of practice theoretical framework (Wenger, 1998) and the National Research Council's (2009) Six Strands of Science Learning. Findings of this research indicate that Exploratorium Field Trip Explainers participate in a community of practice made up of a diverse group of people that values curiosity and openness to multiple ways of learning. Many participants entered the Field Trip Explainer Program with an understanding of science learning as a rigid process reserved for a select group of people; through participation in the Field Trip Explainer community of practice, participants developed an understanding of science learning as accessible and a part of everyday life. The findings of this case study have implications for research, theory, and practice in informal adult science learning, access of non-dominant groups to science learning, and adult workplace learning in communities of practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10