Distributed Expertise in a Science Center
Distributed Expertise in a Science Center
复制标题
科学中心的分布式专业知识
DOI：
10.1080/10598650.2008.11510595
复制
发表时间：
2008
影响因子：
0.6
通讯作者：
P. Bell
中科院分区：
文献类型：
--
作者：
H. Zimmerman;S. Reeve;P. Bell
摘要：本研究项目探讨了儿童和家长在校外谈论科学的方式，特别是他们在参观科学中心时如何展示有关生物学主题的分布式专业知识。我们采用了一个理论框架，着眼于学习三个交织的平面：个人，社会和文化（工具，语言，世界观和文物）。我们分析对话，研究这三个平面如何显示家庭共同努力创造生物现象的解释的学习过程。调查结果包括：（a）儿童和家长在认知上的移动，导致他们在对话中扮演不同的社会和智力角色（怀疑论者、专家、记忆力测试者），有时基于先前参与科学活动;以及（B）在关于生命科学内容的扩展科学解释期间，科学方面的专业知识分布在家庭成员和博物馆环境中，因此父母和孩子都为博物馆的发展做出了贡献。谈话
Abstract This research project examines the way that children and parents talk about science outside of school and, specifically, how they show distributed expertise about biological topics during visits to a science center. We adopt a theoretical framework that looks at learning on three interweaving planes: individual, social, and cultural (tools, language, worldviews, and artifacts). We analyze conversations to study how these three planes show learning processes as families work together to create explanations of biological phenomena. Findings include: (a) children and parents made epistemic moves that led to different social and intellectual roles in the conversations (skeptic, expert, memory-prompter), sometimes based on prior involvement in science activities; and (b) during extended scientific explanations about life science content, expertise in science was distributed across the family members and the museum environment so that the parents and children were both contributing to the conversation.