life-long life-wide life-deep learning

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LIFE-LONG LIFE-WIDE LIFE-DEEP

LEARNING

Bronwyn BevanMarch 30, 2014

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WHAT IS THE

EXPLORATORIUM?

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EXPLORATORIUMA LABORATORY FOR LEARNING ABOUT LEARNING

• MUSEUM YouTube

• PUBLISHER

• APPS DEVELOPER

• TEACHER PD INSTITUTES

• YOUTH DEVELOPMENT

• RESEARCH ON LEARNING

• DESIGN STUDIO (EXHIBITS, MUSEUMS)

3/30/14

EXPLORATORIUMA LABORATORY FOR LEARNING ABOUT LEARNING

• MUSEUM

• PUBLISHER

• APPS DEVELOPER

• TEACHER PD INSTITUTES

• YOUTH DEVELOPMENT

• RESEARCH ON LEARNING

• DESIGN STUDIO (EXHIBITS, MUSEUMS)

3/30/14

EXPLORATORIUMA LABORATORY FOR LEARNING ABOUT LEARNING

• MUSEUM

• PUBLISHER

• APPS DEVELOPER

• TEACHER PD INSTITUTES

• YOUTH DEVELOPMENT

• RESEARCH ON LEARNING

• DESIGN STUDIO (EXHIBITS, MUSEUMS)

3/30/14

EXPLORATORIUMA LABORATORY FOR LEARNING ABOUT LEARNING

• MUSEUM

• PUBLISHER

• APPS DEVELOPER

• TEACHER PD INSTITUTES

• YOUTH DEVELOPMENT

• RESEARCH ON LEARNING

• DESIGN STUDIO (EXHIBITS, MUSEUMS)

3/30/14

EXPLORATORIUMA LABORATORY FOR LEARNING ABOUT LEARNING

• MUSEUM

• PUBLISHER

• APPS DEVELOPER

• TEACHER PD INSTITUTES

• YOUTH DEVELOPMENT

• RESEARCH ON LEARNING

• DESIGN STUDIO (EXHIBITS, MUSEUMS)

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EXPLORATORIUMINSTITUTE FOR RESEARCH AND LEARNING

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Research

Practice

EXPLORATORIUMA LABORATORY FOR LEARNING ABOUT LEARNING

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•WHAT IS LEARNING?

•SCIENCE LEARNING -- PRACTICE

•EQUITY IN LEARNING

•ECOLOGICAL VIEWS OF LEARNING

LL, LW, LD LEARNINGOVERVIEW

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WHAT IS LEARNING?

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A PROCESS OF …

BEING, DOING,

KNOWING, BECOMING

-Herrenkohl & Mertl, 2009

LEARNINGWHAT IS IT?

Novice

Expert

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Using and sometimes mastering concepts, tools, and practices; adopting identities; that allow for increasingly creative and productive participation in a social enterprise. – Vygotsky

LEARNINGWHAT IS IT?

Novice

Journeyman

Expert

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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

LEARNINGWHAT IS IT?

Expert

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Tools for Participation

Scientific ConceptsScientific InstrumentsScientific PracticesScientific Epistemologies

LEARNINGCULTURAL TOOLS

Novice

ZPD

Expert

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Increasingly sophisticated use of

Scientific ConceptsScientific InstrumentsScientific PracticesScientific Epistemologies

LEARNINGEVIDENCE OF LEARNING

Novice

ZPD

Expert

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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?

LEARNINGWHAT IS THE ENTERPRISE?

Future Citizen

Future Scientist

ZPD

Expert

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•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

STEM LEARNINGREFRAMING SCIENCE LITERACY

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STEM LEARNING-US Natl Research Council, 2010

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STEM LEARNINGIS IT BROKEN?

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• INTEREST

•CONCEPTS

•SKILLS

•EPISTEMOLOGIES

•PRACTICES

• IDENTITIES

-NRC, 2009

STEM LEARNINGSIX STRANDS

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•CORE CONCEPTS

•CROSS CUTTING THEMES

•STEM PRACTICES

-NRC, 2012

STEM LEARNINGNEXT GEN SCIENCE STANDARDS

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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

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STEM LEARNINGSTEM PRACTICES

Questioning

Modeling

Investigating

Interpreting data

Computational thinking

Explaining

Arguing

Communicating -NRC,

2012

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ECOLOGICAL

PERSPECTIVES

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•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.

AN ECOSYSTEMS APPROACHIN THE ZEITGEIST

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• 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.

STEM LEARNINGLIFE-LONG•LIFE-WIDE•LIFE-

DEEP

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Courtesy LIFE Center, U Washington, 2005

STEM LEARNINGLIFE-LONG•LIFE-WIDE•LIFE-

DEEP

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18.5%

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18.5%

40.75%

40.75%

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•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, and cultural resources and routines.

AN ECOSYSTEMS APPROACHEQUITY IN EDUCATION

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AN ECOSYSTEMS APPROACHTHREE MODELS

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Ecology

STEM LEARNINGSYSTEMS IN THE ECOLOGY

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school

home

media

Socio-politico OST

peers

etc.

faith

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Ecology

STEM LEARNING ECOLOGYBECOMING STEM ENGAGED

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school

home

media

Socio-politico OST

peers

etc.

STEM engaged person

Zygote faith

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Ecology

AN ECOSYSTEMS APPROACHENRICHMENT MODEL

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school

home

media

Socio-politico OST

peers

etc.

STEM

STEM

STEM

STEM

STEM

OSTSTEM

OSTSTEM

OSTSTEM

OSTSTEM

faith

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Ecology

AN ECOSYSTEMS APPROACHCONNECTED MODEL

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school

home

media

Socio-politico OST

peers

etc.

STEM

STEM

STEM

faith

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Ecology

AN ECOSYSTEMS APPROACHCULTURAL MODEL

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school

home

media

Socio-politico OST

peers

etc.

STEM

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Ecology

school

home

media

Socio-politico OST

peers

ETC ETC

STEM

STEM

STEM

STEM

OSTSTEM

OSTSTEM

OSTSTEM

OSTSTEM

faith STEM

STEM LEARNING ECOLOGYPOSSIBILITIES

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STEM

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What out-of-school experiences were most influential in affecting

your decision to pursue science?

(talk to your neighbor)

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OUTREACH PLANSTHREE MODELS

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OUTREACH PLANSMarginal Insiders? Competent Outsiders? Future Scientists?

Competent Outsiders

[Future] Scientists

Interest/Identity

Relevant to my world

Something I can contribute to

Concepts and Skills

Tools I might sometimes need to look up and use temporarily

Tools I need to have to do my life’s work

Practices and Epistemologies

Evidence-based Practices that I find deeply engaging

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1. Enrichment (Sust Prisons)

2. Connected (AMNH)

3. Cultural (Emdin + Sci Gallery)

OUTREACH PLANSTHREE MODELS

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Who do you want to engage with your ideas:

[future] scientists?competent outsiders?marginal insiders?

Why?

(talk to your neighbor)

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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?

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END

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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.

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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=

3/30/14

bronwynb@exploratorium.edu

Bronwyn Bevan, PhDDirector, Exploratorium Institute for Research and

Learning