TY - GEN
T1 - From a network of research-practice partnerships to a multi-expertise learning and design community
AU - Kali, Yael
AU - Sagy, Ornit
AU - Lavie-Alon, Nirit
AU - Dolev, Ronit
N1 - Funding Information: This research work has been financed by the Portuguese Science Foundation (FCT-MCTES) through the project Early Metallurgy in the Portuguese Territory (PTDC/HIS-ARQ/110442/2008). S.S.G., E.F. and F.L. acknowledge the FCT grants, SFRH/BD/88002/2012, SFRH/BPD/73245/2010 and SFRH/BD/85329/2012, respectively. Authors are thankful to the Department of Conservation and Restoration (DCR/FCT/UNL) for the use of the micro-EDXRF spectrometer and to Dr. Joaquim Branco and Ana Parreira for electrochemical reaction technical support. The financial support of CENIMAT/I3N through the Strategic Project LA25/2013-2014 (PEst-C/CTM/LA0025/2013-2014) is also acknowledged. Publisher Copyright: © ISLS.
PY - 2020
Y1 - 2020
N2 - Taking Citizen Science to School (TCSS) is a network of design-centric research-practice partnerships (DC-RPP) intended to promote incorporation of citizen science into science classrooms. This study explores the nature of shared knowledge developed by participants as part of a workshop intended to increase cross-fertilization among participants. Interaction mechanisms included storytelling and abstraction of cross-project insights, using a tool designed to share design knowledge. Seventeen unique emergent design-principles were found to correspond with well-established STEM education design-principles, but also with new notions of learning through citizen science. This illustrates that the TCSS community is beginning to shift from functioning as a network of DC-RPPs into a learning multi-expertise community that seeks to steward the domain of knowledge on school-based citizen science.
AB - Taking Citizen Science to School (TCSS) is a network of design-centric research-practice partnerships (DC-RPP) intended to promote incorporation of citizen science into science classrooms. This study explores the nature of shared knowledge developed by participants as part of a workshop intended to increase cross-fertilization among participants. Interaction mechanisms included storytelling and abstraction of cross-project insights, using a tool designed to share design knowledge. Seventeen unique emergent design-principles were found to correspond with well-established STEM education design-principles, but also with new notions of learning through citizen science. This illustrates that the TCSS community is beginning to shift from functioning as a network of DC-RPPs into a learning multi-expertise community that seeks to steward the domain of knowledge on school-based citizen science.
UR - http://www.scopus.com/inward/record.url?scp=85102961184&partnerID=8YFLogxK
M3 - Conference contribution
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 1577
EP - 1580
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Y2 - 19 June 2020 through 23 June 2020
ER -