Abstract

Disciplinary activity in science is tool-mediated, and instructional designers often build in opportunities for students to use the conceptual and material tools of the discipline as they engage in activity. When this activity takes place in schools, students and teachers may modify or reject disciplinary tools to fit the goals of schooling. We report collaborative, design-based research to develop and optimize material tools to mediate student and teacher activity in a project-based high school environmental science course along dimensions thought to promote productive disciplinary engagement. We use Engeström’s Cultural-Historical Activity Theory to understand both the collaborative design process (university-based researchers and classroom teachers) and the implementation in classrooms. In addition to quantitative analyses of student engagement, two cases of design-test-redesign-retest cycles are presented to illustrate our methods and provide evidence for the use of material tools to support productive disciplinary engagement. Based on our research, we suggest design principles for developing material tools to support disciplinary engagement which take into account the necessary hybridity of project-based learning in schools. Implications for design and implementation of project-based science are discussed.

摘要

科学中的学科活动是通过工具为媒介的，教学设计者通常会为学生提供机会，让他们在从事活动时使用该学科的概念和物质工具。在学校开展这项活动时，学生和老师可能会修改或拒绝纪律工具以适应学校的目标。我们报告基于设计的协作研究，以开发和优化物质工具，以中介基于项目的高中环境科学课程中的学生和老师活动，这些维度旨在促进生产性学科参与。我们使用Engeström的文化历史活动理论来理解协作设计过程（基于大学的研究人员和课堂老师）以及课堂中的实现。除了对学生参与度进行定量分析之外，介绍了两种情况的设计-测试-重新设计-重新测试周期，以说明我们的方法，并为使用实质性工具支持生产性学科参与提供证据。根据我们的研究，我们建议开发用于支持学科参与的物质工具的设计原则，其中应考虑到学校中基于项目的学习的必要混合性。讨论了对基于项目的科学的设计和实现的含义。我们建议设计原则以开发支持学科参与的物质工具，并考虑到学校中基于项目的学习的必要混合性。讨论了对基于项目的科学的设计和实现的含义。我们建议设计原则以开发支持学科参与的物质工具，并考虑到学校中基于项目的学习的必要混合性。讨论了对基于项目的科学的设计和实现的含义。