Family Learning Outdoors: Guided Participation on a Nature Walk.
Family Learning Outdoors: Guided Participation on a Nature Walk.
复制标题
家庭户外学习：引导参与自然漫步。
DOI：
--
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Lucy R. McClain
中科院分区：
文献类型：
--
作者：
H. Zimmerman;Lucy R. McClain
这个非正式的学习研究项目探讨了如何引导参与过程中支持使用的文化工具（如科学设备）在一个自然中心的自然行走。本文运用微观民族志方法分析了户外家庭互动。一个非正式的学习框架的基础上引导参与和文化工具，使社会便利的工人阶级家庭：一个祖母，一个母亲，和两个年幼的儿子使用的深入调查。我们发现了三个与指导参与策略相关的发现，这些策略促进了该家庭对文化工具的使用，并对此进行了详细讨论：（1）出现的一个指导参与过程是促进与文化工具使用相关的身体运动;（二）出现的第二个指导性参与过程是平衡文化工具的使用，以反映社会和谐和支持科学的家庭目标利益;和（3）基于路径设计的学习环境，户外探索发生的重要，但研究不足，农村家庭的学习场所。这项研究的意义包括文化工具，指导参与，体现科学知识的结构的分析重要性，推进研究家庭学习相关的生物学和环境科学。该研究还建议扩大对非正式科学学习机构的看法，包括自然小径和博物馆，科学中心和动物园旁边的相关户外空间，以代表农村家庭的日常学习活动。© 2015威利期刊公司. J Res Sci Teach 53：919-942，2016
This informal learning research project examined how guided participation processes support the use of cultural tools (such as scientific equipment) during a nature walk at one nature center. This paper analyzed family interactions outdoors using microethnographic methods. An informal learning framework based on guided participation and cultural tools allowed for an in-depth investigation of social facilitation used by a working class family: a grandmother, a mother, and two young sons. We identified three findings related to guided participation strategies that facilitated the use of cultural tools for this family, which are discussed in detail: (1) one guided participation process that emerged was the facilitating physical movements related to cultural tool use; (2) a second guided participation process that emerged was balancing the access to cultural tools to reflect family goals for both social harmony and supporting science interests; and (3) trail-based designed learning settings where outdoor explorations occur are important, but understudied, sites of learning for rural families. Implications of the study included the analytical importance of the constructs of cultural tools, guided participation, and embodied science knowledge for advancing research on family learning related to biology and environmental sciences. The research also suggested an expanded view of what counts as an informal science learning institution by including nature trails and related outdoor spaces alongside museums, science centers, and zoos in order to represent the everyday learning activities of rural families. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 919–942, 2016