The biodesign studio: Constructions and reflections of high school youth on making with living media
The biodesign studio: Constructions and reflections of high school youth on making with living media
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生物设计工作室：高中青年对生活媒体创作的建构与思考
DOI：
10.1111/bjet.13081
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Y. Kafai
中科院分区：
文献类型：
--
作者：
Justice T. Walker;Y. Kafai
大多数建构主义者的努力都集中在支持学习者使用数字和/或物理媒体进行设计的工具。生命科学的最新发展现在允许K-12学习者使用生物材料进行设计或生物设计。在本文中，我们报告了一个生物设计工作室的活动，称为生物蛋糕，其中团队的高中青年转基因酵母菌株烘烤营养强化食品。通过对课堂观察、访谈和项目的定性演绎分析，我们研究了高中青年的经验和对这些活动的反思，以回答三个研究问题：（1）青年用生活媒体制作了什么样的人工制品？(2)年轻人如何参与生物设计？以及（3）年轻人对他们的生物设计经历有什么看法？我们讨论了我们的生物设计应用程序的分析突出装配实践，社会参与和富有想象力的设计，建构主义学习的重要性。这些见解为K‐12教育中的生活媒体设计提供了令人信服的例子。从业者注意到关于这个话题已经知道了什么？建构主义的观点塑造了我们对科学学习的认识，特别是在计算机科学领域。一个被广泛接受的例子包括制作，学习者使用工艺品制作交互式计算对象。在生命科学中，建构主义也为使用数字媒体建模生物系统或与生物材料交互的学习提供了见解。本文补充了什么？本文通过研究学习者构建生活材料时的生产和参与来扩展这些观点--这种方法直到最近才随着可访问的湿实验室工具的发展而成为可能。我们将学习活动框定为工作室模型--强调应用程序设计，迭代和批评--以更好地评估角色组装，我们的研究结果表明，组装对于创造进入复杂生物制造过程的入口非常重要。我们还发现，发现推测性设计为学习者提供了一个机会，使他们能够扩展现有的能力，超越他们的专业知识或获得资源的能力，从而扩展探索相关的想法。对实践和/或政策的影响装配和推测性设计在构造主义驱动的生产中具有重要的地位，因此可以在实践中加以利用。
Most constructionist efforts have focused on supporting learners with tools for designing with digital and/or physical media. Recent developments in life sciences now allow K‐12 learners to design with living materials, or to biodesign. In this paper, we report on the development of a biodesign studio activity called biocakes wherein teams of high school youth genetically modified a yeast strain to bake a nutrient fortified food product. Using a qualitative deductive analysis of classroom observations, interviews and projects, we examined high school youth experiences and reflections of these activities to answer three research questions: (1) What kind of artefacts did youth make with living media? (2) How did youth engage in biodesign? and (3) What did youth have to say about their biodesign experiences? We discuss how our analyses of biodesign applications highlight the importance of assembly practices, social engagement and imaginative design for constructionist learning. These insights provide compelling examples for designing with living media in K‐12 education.Practitioner notesWhat is already known about this topic?Constructionist perspectives shape important ideas about what we know about science learning, and notably in computer science fields.One widely taken up example includes making, where learners use crafts to make interactive computational objects.In life science, constructionism also provides insights about learning using digital media to model biological systems or interact with living materials.What this paper adds?This paper extends these perspectives by examining production and engagement when learners constructwithliving materials—an approach that has only recently been possible with the development of accessible wet lab tools.We frame learning activities as a studio model—that emphasised application design, iteration and critique—to better assess the roles assembly, construction and speculative design play in production that uses living materials.Our findings suggest that assembly is important for creating accessible points of entry to complex biological fabrication processes.We also find that speculative design provides an opportunity for learners to extend their existing abilities beyond what is otherwise available given their expertise or access to resources, and thus expansively explore related ideas.Implications for practice and/or policyAssembly and speculative design have important places in constructionist‐driven production with living materials and could, therefore, be leveraged in practice.
重新评估我们如何看待制造：检查生物制造中的组装实践和人工制品想象力
DOI：
10.1145/3311890.3311895
发表时间：
2019
期刊：
FabLearn ‘19
影响因子：
--
作者：
Lui, Debora;Kafai, Yasmin B.;Walker, Justice T.;Hanna, Sheri;Hogan, Karen;Telhan, Orkan
通讯作者：
Telhan, Orkan