Examining Teacher Framing, Student Reasoning, and Student Agency in School-Based Citizen Science

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Autor/in	Harris, Emily Mae
Titel	Examining Teacher Framing, Student Reasoning, and Student Agency in School-Based Citizen Science
Quelle	(2017), (206 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Davis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-6088-9
Schlagwörter	Hochschulschrift; Dissertation; Citizen Participation; Scientific Research; Elementary School Science; Secondary School Science; Science Education; Grade 3; Grade 4; High Schools; Marine Biology; Elementary School Teachers; Secondary School Teachers; Logical Thinking; Data Collection; Teacher Role; Teacher Attitudes; Classroom Communication; Interviews; Teaching Methods; Individual Power; Observation; Environmental Education; Affordances; Classroom Environment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Naturwissenschaftliche Bildung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; High school; Oberschule; Meeresbiologie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Data capture; Datensammlung; Lehrerrolle; Lehrerverhalten; Klassengespräch; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Eigeninitiative; Beobachtung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Klassenklima; Unterrichtsklima
Abstract	This dissertation presents three interrelated studies examining opportunities for student learning through contributory citizen science (CS), where students collect and contribute data to help generate new scientific knowledge. I draw on sociocultural perspectives of learning to analyze three cases where teachers integrated CS into school science, one third grade, one fourth grade, and one high school Marine Biology classroom. Chapter 2 is a conceptual investigation of the opportunities for students to engage in scientific reasoning practices during CS data collection activities. Drawing on science education literature and vignettes from case studies, I argue that the teacher plays an important role in mediating opportunities for students to engage in investigative, explanatory, and argumentative practices of science through CS. Chapter 3 focuses on teacher framing of CS, how teachers perceive what is going on (Goffman, 1974) and how they communicate that to students as they launch CS tasks. Through analysis of videos and interviews of two upper elementary school teachers, I found that teachers frame CS for different purposes. These framings were influenced by teachers' goals, orientations towards science and CS, planning for instruction, and prior knowledge and experience. Chapter 4 examines how students demonstrate agency with environmental science as they explore their personal interests across their third grade classroom, school garden, and science lab contexts, through the lens of social practice theory (Holland, Lachicotte, Skinner, & Cain, 1998). Through analysis of classroom observations, student interviews, teacher interviews and important moments for three focal students, I found that student agency was enabled and constrained by the different cultures of the classroom, garden, and science lab. Despite affordances of the garden and science lab, the teachers' epistemic authority in the classroom permeated all three contexts, constraining student agency. In Chapter 5, the conclusion, I summarize and synthesize findings from the previous three chapters, outlining three value-added affordances of CS for student learning: repeated data collection, diverse stakeholders and student contributions, and the uncertainty of field work. I also suggest three factors that can mediate these opportunities for learning: teacher framing, the culture of the classroom learning environment, and access to and use of CS project resources. These findings have important implications for design and implementation of CS in classrooms by citizen science practitioners and classroom teachers. [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	2020/1/01