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