Learning on the job: The acquisition of scientific competence
Learning on the job: The acquisition of scientific competence
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在工作中学习：获得科学能力
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
N. Brickhouse
中科院分区：
文献类型：
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作者：
Pamela S. Lottero‐Perdue;N. Brickhouse
这项研究试图帮助我们更好地了解科学能力及其获得方式。我们采访了一家生产独特技术产品的公司的 10 名员工。尽管这 10 个人都没有获得高中以上的学位，但他们都从事高技术工作，这是执业工程师的典型特征。这些同事向我们描述了他们在解决工作中的实际问题时所学到的科学知识。他们学到的东西和学习的方式都是任务驱动的。任务选择和公司内部专业知识的社会获取等背景因素是他们学习的重要因素。工作之外唯一被反复认为对获得科学能力具有重要意义的影响是丰富的修补经验。了解在诸如此类的社区中成功获得科学能力表明，这些社区的某些特征可能对学校科学社区也有用。 © 2002 Wiley periodicals, Inc. Sci Ed86:756–782, 2002；在线发表于 Wiley InterScience (www.interscience.wiley.com)。 DOI 10.1002/sce.10034
This study attempts to help us better understand scientific competence and how it is acquired. We interviewed 10 associates at a company that produces unique technical products. Although none of the 10 had obtained degrees beyond high school, they all engaged in highly technical work that would be typical of a practicing engineer. These associates described to us their learning of science as they solved practical problems at work. Both what they learned and how they learned was task-driven. Contextual factors such as choice of tasks and social access to expertise within the company were important factors in their learning. The only influence outside work that was repeatedly named as significant on the acquisition of scientific competence was extensive tinkering experience. Understanding the successful acquisition of scientific competence within communities such as this one suggests that certain features of these communities may be useful for school science communities as well. © 2002 Wiley Periodicals, Inc. Sci Ed86:756–782, 2002; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10034