Applying an Activity Theory Lens to Designing Instruction for Learning About the Structure, Behavior, and Function of a Honeybee System. Danish, J., A. Journal of the Learning Sciences, 23(2):100-148, Routledge, 2014. abstract bibtex This article reports on a study in which activity theory was used to design, implement, and analyze a 10-week curriculum unit about how honeybees collect nectar with a particular focus on complex systems concepts. Students (n = 42) in a multi-year kindergarten and 1st-grade classroom participated in this study as part of their 10 regular classroom activity. The curricular unit was composed of 4 specific activity types, each of which was intended to focus students on a particular dimension of the content: (a) Inquiry with BeeSign software was intended to help students explore the benefit of individual nectar-collecting behaviors for the hive as a whole; (b) traditional drawing activities were intended to help students learn the structures of 15 the bees; (c) participatory representation activities, in which students enacted the behavior of the bees as they collect nectar, were intended to help students link bee structures to individual behaviors; and (d) an embodied nectar-gathering game was intended to help the students recognize the challenges of finding nectar for individual bees. Pre- and posttest interviews reveal a shift in individual student understanding 20 as students progressed from discussing the superficial structures of the system to discussing both behaviors and functions. Copyright © Taylor & Francis Group, LLC.
@article{
title = {Applying an Activity Theory Lens to Designing Instruction for Learning About the Structure, Behavior, and Function of a Honeybee System},
type = {article},
year = {2014},
identifiers = {[object Object]},
pages = {100-148},
volume = {23},
publisher = {Routledge},
id = {6116871e-e65b-312d-89ae-c7d7b08cd169},
created = {2020-01-27T02:25:12.541Z},
accessed = {2020-01-26},
file_attached = {false},
profile_id = {5db6d3e7-562f-3ec2-a249-16ecf1e747e4},
group_id = {49665d18-5720-3154-b3f7-40652b55b7b9},
last_modified = {2020-01-27T02:25:12.800Z},
read = {false},
starred = {false},
authored = {false},
confirmed = {false},
hidden = {false},
folder_uuids = {17b6bdaf-ba1c-4a8b-8c92-e0280de7583f},
private_publication = {false},
abstract = {This article reports on a study in which activity theory was used to design, implement, and analyze a 10-week curriculum unit about how honeybees collect nectar with a particular focus on complex systems concepts. Students (n = 42) in a multi-year kindergarten and 1st-grade classroom participated in this study as part of their 10 regular classroom activity. The curricular unit was composed of 4 specific activity types, each of which was intended to focus students on a particular dimension of the content: (a) Inquiry with BeeSign software was intended to help students explore the benefit of individual nectar-collecting behaviors for the hive as a whole; (b) traditional drawing activities were intended to help students learn the structures of 15 the bees; (c) participatory representation activities, in which students enacted the behavior of the bees as they collect nectar, were intended to help students link bee structures to individual behaviors; and (d) an embodied nectar-gathering game was intended to help the students recognize the challenges of finding nectar for individual bees. Pre- and posttest interviews reveal a shift in individual student understanding 20 as students progressed from discussing the superficial structures of the system to discussing both behaviors and functions. Copyright © Taylor & Francis Group, LLC.},
bibtype = {article},
author = {Danish, Joshua A.},
journal = {Journal of the Learning Sciences},
number = {2}
}
Downloads: 0
{"_id":"nQfouTCifiNPLjmcH","bibbaseid":"danish-applyinganactivitytheorylenstodesigninginstructionforlearningaboutthestructurebehaviorandfunctionofahoneybeesystem-2014","authorIDs":[],"author_short":["Danish, J., A."],"bibdata":{"title":"Applying an Activity Theory Lens to Designing Instruction for Learning About the Structure, Behavior, and Function of a Honeybee System","type":"article","year":"2014","identifiers":"[object Object]","pages":"100-148","volume":"23","publisher":"Routledge","id":"6116871e-e65b-312d-89ae-c7d7b08cd169","created":"2020-01-27T02:25:12.541Z","accessed":"2020-01-26","file_attached":false,"profile_id":"5db6d3e7-562f-3ec2-a249-16ecf1e747e4","group_id":"49665d18-5720-3154-b3f7-40652b55b7b9","last_modified":"2020-01-27T02:25:12.800Z","read":false,"starred":false,"authored":false,"confirmed":false,"hidden":false,"folder_uuids":"17b6bdaf-ba1c-4a8b-8c92-e0280de7583f","private_publication":false,"abstract":"This article reports on a study in which activity theory was used to design, implement, and analyze a 10-week curriculum unit about how honeybees collect nectar with a particular focus on complex systems concepts. Students (n = 42) in a multi-year kindergarten and 1st-grade classroom participated in this study as part of their 10 regular classroom activity. The curricular unit was composed of 4 specific activity types, each of which was intended to focus students on a particular dimension of the content: (a) Inquiry with BeeSign software was intended to help students explore the benefit of individual nectar-collecting behaviors for the hive as a whole; (b) traditional drawing activities were intended to help students learn the structures of 15 the bees; (c) participatory representation activities, in which students enacted the behavior of the bees as they collect nectar, were intended to help students link bee structures to individual behaviors; and (d) an embodied nectar-gathering game was intended to help the students recognize the challenges of finding nectar for individual bees. Pre- and posttest interviews reveal a shift in individual student understanding 20 as students progressed from discussing the superficial structures of the system to discussing both behaviors and functions. Copyright © Taylor & Francis Group, LLC.","bibtype":"article","author":"Danish, Joshua A.","journal":"Journal of the Learning Sciences","number":"2","bibtex":"@article{\n title = {Applying an Activity Theory Lens to Designing Instruction for Learning About the Structure, Behavior, and Function of a Honeybee System},\n type = {article},\n year = {2014},\n identifiers = {[object Object]},\n pages = {100-148},\n volume = {23},\n publisher = {Routledge},\n id = {6116871e-e65b-312d-89ae-c7d7b08cd169},\n created = {2020-01-27T02:25:12.541Z},\n accessed = {2020-01-26},\n file_attached = {false},\n profile_id = {5db6d3e7-562f-3ec2-a249-16ecf1e747e4},\n group_id = {49665d18-5720-3154-b3f7-40652b55b7b9},\n last_modified = {2020-01-27T02:25:12.800Z},\n read = {false},\n starred = {false},\n authored = {false},\n confirmed = {false},\n hidden = {false},\n folder_uuids = {17b6bdaf-ba1c-4a8b-8c92-e0280de7583f},\n private_publication = {false},\n abstract = {This article reports on a study in which activity theory was used to design, implement, and analyze a 10-week curriculum unit about how honeybees collect nectar with a particular focus on complex systems concepts. Students (n = 42) in a multi-year kindergarten and 1st-grade classroom participated in this study as part of their 10 regular classroom activity. The curricular unit was composed of 4 specific activity types, each of which was intended to focus students on a particular dimension of the content: (a) Inquiry with BeeSign software was intended to help students explore the benefit of individual nectar-collecting behaviors for the hive as a whole; (b) traditional drawing activities were intended to help students learn the structures of 15 the bees; (c) participatory representation activities, in which students enacted the behavior of the bees as they collect nectar, were intended to help students link bee structures to individual behaviors; and (d) an embodied nectar-gathering game was intended to help the students recognize the challenges of finding nectar for individual bees. Pre- and posttest interviews reveal a shift in individual student understanding 20 as students progressed from discussing the superficial structures of the system to discussing both behaviors and functions. Copyright © Taylor & Francis Group, LLC.},\n bibtype = {article},\n author = {Danish, Joshua A.},\n journal = {Journal of the Learning Sciences},\n number = {2}\n}","author_short":["Danish, J., A."],"bibbaseid":"danish-applyinganactivitytheorylenstodesigninginstructionforlearningaboutthestructurebehaviorandfunctionofahoneybeesystem-2014","role":"author","urls":{},"downloads":0},"bibtype":"article","creationDate":"2020-04-29T21:11:32.524Z","downloads":0,"keywords":[],"search_terms":["applying","activity","theory","lens","designing","instruction","learning","structure","behavior","function","honeybee","system","danish"],"title":"Applying an Activity Theory Lens to Designing Instruction for Learning About the Structure, Behavior, and Function of a Honeybee System","year":2014}