IntroductiontotheLearningSciences(Bilingual)學習科學導論

GuidingQuestions引導性問題

Whatisculturaldiversity?WhatreasonsofculturaldiversityandWhatinfluencesourlearning?Whatstudiesempiricalresearchincludeontheculturalnatureoflearning?Whatscaffoldscanhelpuslearnoutofschoolenvironment?Whatintersectionsbetweeneverydaypracticesandimportantdisciplinaryknowledge?Whatkindofdesignprinciplesdoweneedtorecognizeschoolpracticeseffectively?Whatisequity?Whataretheindicatorsforachievingequity?Whatdoestheauthormeanbysaying“AchievingEquitythroughDiversity”?Adaptiveexpertise:Adaptiveexpertiseisabroadconstructthatencompassesarangeofcognitive,motivational,andpersonality-relatedcomponents,aswellashabitsofmindanddispositions.VocabularyI詞匯（一）VocabularyII詞匯（二）AfricanAmericanEnglish(AAE)：AfricanAmericanEnglish(AAE)isadialectofAmericanEnglishusedbymanyAfricansincertainsettingsandcircumstance.AuthorsIntroductionNa’ilahSuadNasirBerkeley,CA,UnitedStatesDepartmentofAfricanAmericanStudiesUniversityofCalifornia,Berkeley

AuthorsIntroductionBeth

WarrenCo-Director

ChècheKonnenCenterforScienceEducationReform,

TERC

AuthorsIntroductionCarolD.LeeEdwinaS.TarryProfessorofEducationandSocialPolicy

Professor,LearningSciencesProfessor,AfricanAmericanStudies

AuthorsIntroductionAnnRosebery

TechnicalEducationResearchCenterEducationalTechnology,TeachingMethods,TeacherEducation

WhatIsLearningandTeachinginThisChapter?Inthischapter,authorsarguethatlearningandteachingarefundamentallyculturalprocesses(Cole,1996;Lee,2008;)Learninganddevelopmentcanbeseenastheacquisitionthroughoutthelifecourseofdiverserepertoiresofoverlapping,complementary,orevenconflictingculturalpractices.Authorsculturalviewoflearningiscloselyrelatedtoworkonadaptiveexpertise(Hatano&Inagaki,1986）SuadNasir,Rosebery,Warren&D.Lee,2014,pp.779-780WhatIsAdaptiveExpertise?Thedevelopmentofflexibleknowledgeanddispositionsthatfacilitateeffectivenavigationacrossvariedsettingsandtasks.Adaptiveexpertiseiscrucialforyouthfromnondominantgroupswhotypicallyfaceandmustbeabletoaddressextremesocietal.SuadNasir,Rosebery,Warren&D.Lee,2014,p.781TheBackgroundofCulturalDiversityinLearningDiversityalongmultipledimensionsisamainstayofhumancommunities.

Levelsofbothhistoricandcontemporaryethnicdiversitywithinnationsa.reoftenoverlooked.Manynationshavenationalpoliciesthatdirectlyaddresstheroleofculturaldiversityinlearning.EmpiricalresearchontheculturalnatureoflearningSuadNasir,Rosebery,Warren&D.Lee,2014,pp.779-781ThreeCriticalRelatedQuestionsHowdochildrenlearnwhenengagedintheirowncultures’everydayrepertoiresofpractice?

Howcanweconnecttheseeverydayrepertoiresofpracticewithacademicdisciplinarypractices,asfoundinformalschoolsettings?Canweuseourincreasedunderstandingoftheserepertoiresofpracticetohelpchildrenlearnbetter?SuadNasir,Rosebery,Warren&D.Lee,2014,p.781AvignettefromastudyoflearninginthegameofdominoesFourscaffoldsinthedevelopmentofadaptiveexpertiseParticipationthatAddressesBasicNeeds

MakingVisibletheStructureoftheDomain

TrajectoriesforCompetence

TimelyandFlexibleFeedbackHowdochildrenLearnwhenengagedintheirowncultures’everydayrepertoiresofpractice?SuadNasir,Rosebery,Warren&D.Lee,2014,pp.782-785IntersectionswithScienceIntersectionswithLiteracyIntersectionswithMathematicsHowcanweconnecttheseeverydayrepertoiresofpracticewithacademicdisciplinarypractices?

ThreeintersectionsbetweeneverydaypracticesandimportantdisciplinaryknowledgeSuadNasir,Rosebery,Warren&D.Lee,2014,pp.785-788UtilizingtheRepertoiresofPracticetoFacilitateLearningIToreorganizeschoolpracticeseffectively,weneedsomedesignprinciplestodesignbetterlearningenvironments.1.Makingthestructureofthedisciplinevisible;2.Engagingyouthinactivelypopulatingacademicdiscourseswithmeaningandintentionthroughparticipationstructuresthatcreaterolesandrelationships;3.Structuringoccasionsformeta-levelanalysis(e.g.,talkaboutthinkingandlanguage)thathelpsyouthseerelationshipsbetweenusuallytaciteverydayknowledgeanddiscourseandacademicknowledgeanddiscourse.SuadNasir,Rosebery,Warren&D.Lee,2014,p.789Example1:CulturalModelingCulturalModelingisaframeworkforthedesignoflearningenvironmentsthatleveragesknowledgeconstructedoutofeverydayexperiencetosupportsubjectmatterlearning.StudiesinCulturalModelinghavefocusedonliteratureandnarrativewritingwithAfricanAmericanyouth.SuadNasir,Rosebery,Warren&D.Lee,2014,pp.790-791UtilizingtheRepertoiresofPracticetoFacilitateLearningIIExample1:CulturalModelingProjectThework:Adetailedanalysisofthestructureofthesedomainsdeterminedtheculturalpracticesandformsofeverydayknowledge.Typesofgenerativeproblems,strategies,andgeneralheuristicsforidentifyingandtacklingsuchproblemsandnecessaryintellectivedispositionswereidentified.“Raplyrics”SuadNasir,Rosebery,Warren&D.Lee,2014,pp.790-791UtilizingtheRepertoiresofPracticetoFacilitateLearningIIIExample2:ChècheKonnen

ScienceWorkshopdevelopedbyChèche

Konnenisdesignedtoengagestudentsinexploringpossiblemeaningsandfunctionsoftheirownandothers’diverse“wayswithwords”inscience.Acase:theuseofMetaphoricPracticesinthediscussionof“thepossibletitle”.Example3:theAlgebraProject(AP)APsupportsanunderstandingofmathematicsthatisrootedinthestudents’everydayculturalpractices.SuadNasir,Rosebery,Warren&D.Lee,2014,pp.791-792UtilizingtheRepertoiresofPracticetoFacilitateLearningIVExample2:ChècheKonnen

TheFourEffects:First,ittakeschildrendeeperintothescientificterritory.Second,itengagesthemwithvariedwayswithwords,whichtheyexploreastoolsfortheirownthinking.Third,itengagestheminthinkingthroughboththeaffordancesandlimitsofexplanationsandanalogies,Finally,talkinScienceWorkshopishybrid–combiningseriousanalyticworkandplayfulengagementwithlanguageandothersymbolsystems(e.g.,models,tables,graphs).SuadNasir,Rosebery,Warren&D.Lee,2014,pp.791-792UtilizingtheRepertoiresofPracticetoFacilitateLearningVExample3:theAlgebraProject(AP)APsupportsanunderstandingofmathematicsthatisrootedinthestudents’everydayculturalpractices.SuadNasir,Rosebery,Warren&D.Lee,2014,p.792UtilizingtheRepertoiresofPracticetoFacilitateLearningVIConcludingRemarksIThemeaning:Thisargumenthasimportantimplicationsbothforthedesignoflearningenvironmentsandforthedevelopmentoflearningtheory.Regardingtodesign,aradicalrestructuringofthewayslearningisorganizedinschoolandoftheassumptionsthataremadeaboutlearnersandrelevantknowledgeisneed.Aboutthelearningtheory,learningshouldbeaculturalprocess.SuadNasir,Rosebery,Warren&D.Lee,2014,p.793ConcludingRemarksIIEquityisnotonlyaboutofferingthesameresourcestoallstudents.Trueequitywillonlycomeifwecreatelearningenvironmentsthatconnectindeepwaystothelifeexperiencesofallstudents.SuadNasir,Rosebery,Warren&D.Lee,2014,p.793

ImplicationsforSuchStudiesforChina?

AlthoughtheexamplesauthorsdiscussinthischapterarelargelybasedintheUnitedStates;however,theunderlyingprinciplesthatauthorsidentifyarebasictohumanlearninginallitsvariations,withinandacrossnationalboundaries.Soinourcountry,wecanfollowtheprinciplestofacilitatinglearningindiversitycultural.

QuestionsfromReadingSummariesI

Thischapteronlytellussomeprinciples,butnottellushowcanwedesigntheenvironment.Studentshavedifferentmotivationsandattitudeinandoutofschool,sodothoseprinciplessuitforschoollearning?(Yanjuan,Han)

QuestionsfromReadingSummariesII

BecausethestudiesinthischapteraremainlyfocusedontheAfricanAmericanstudents,ifthismeansthattheprinciplesbasedonthiscouldbeonlyusedintheclassroomthatstudentsareonlyoneorfewkindsofraceornations?(NanLi)

QuestionsfromReadingSummariesIII

HowtoachieveequitythroughdiversityinlearningprocessinChina?.

InChina,wemainlyconcernabouthowtheeducationdevelopinthepoordistrictsandethnicminorityareas,andwealwaystalkaboutthestatusinfinance,notmuchinrace,soitseemseducationinChinahasnomuchdiversity.Infact,Chinahasalargepopulation,abigterritorialareasandmanyethnicgroups,andthecultureindifferentareas,amongdifferentpeoplearequitedifferent,sohowtoachieveequitythroughdiversityinlearningprocessisreallyaproblem.(Pengfei,Li)

QuestionsfromReadingSummariesIV

Howtocreatesuchlearningenvironmentsthatconnecttodeepwaystothelifeexperiencesofallstudents?Theauthorssuggestthatwecancreatelearningenvironmentsthatconnecttodeepwaystothelifeexperiencesofallstudents,buthowtocreatesuchcommonlearningenvironmentswhichcaninvolveeachone’sdifferentcultures,butnothavethefeelingofbeingtreateddifferently?Iamstillnotclearaboutthespecificdesignprinciplesofsuchideallearningenvironments.(LiruHu)

Homework

ReadingsummaryofChapterLearning

as

a

Cultural

Process:

Requirements:UsingEnglishDuedate:12am,May.19,2016PleasepostyourreadingsummarytotheinstructionaldesignersReflectionjournal

Requirements:UsingEnglishDuedate:5am,May.14,2