1

KITCHEN SCIENCE INVESTIGATORS: PROMOTING IDENTITY DEVELOPMENT AS SCIENTIFIC REASONERS AND THINKERS

Tamara L. CleggSchool of Interactive ComputingGeorgia Institute of Technology

Candyce

2

6th GradeKSI Participant

Candyce

3

Tammy: Okay, and then what do you, what do you want to be when you grow up?Candyce: [pause] I want to be a, well I've been thinking about being a chef now that I'm in KSI. So I think that would be a really interesting job.Tammy: Okay, what makes you think that'll be an interesting job?Candyce: Because, okay, if I'm a chef, then most chefs just put ingredients in there, but if I'm a chef, my food'll turn out like exactly the way I wanted it, and it'll probably be even better than I expected because I'll actually think about the way that I wanted it instead of just putting ingredients in there and following a recipe. Like I can change up the ingredients because I'll know what the thickeners do and I'll know what the, these type of liquids do. Yeah, so I can change it up to get it the way I want it uh, specifically.

Candyce

4

6th GradeKSI Participant

Candyce’s Scientific Identity Shifts

5

Agenda

6

Barriers to Science Identity Development

• Many learners don’t recognize utility of science– Useful only in school

• In school they face– Difficulties connecting science to

• The real world - their everyday lives• Their own interests and goals

(Chinn & Malhotra 2001)– Tensions between science and home community

• Minorities: language use (Brown 2004)• Low SES groups: Silent and obedient in school (Brickhouse & Potter 2001)

7

Promoting Identity in Science

• Help learners see themselves as people who can and do use the practices and knowledge of science

• My Approach: Design Transformative Learning Environments– Help learners develop

scientific identity by engaging in scientific practice

8

Professionally

Personally

Transformative Learning Environments

• Definition: Environments designed to help learners come to see themselves in new ways by enabling them to identify and explore potential roles for themselves

• Not to be confused with transformative learning theory (Mezirow 1975, Cranton 2002)

My Research Questions• Design-based research aiming to understand

– (Theory) How the development of scientific reasoning identity and disposition happen

– (Practice) How to help kids develop identity and disposition as scientific reasoners and thinkers

• Identity and Disposition?– Identity: how you see yourself– Disposition: the things you take initiative to do– Clearly, they are related

10

THEORETICAL FRAMEWORK

11

Scientific inquiry

Disposition

Identity as Discourse Identity• Discourse: Any combinations of social and historical ways of being

that can cause one to be recognized as a certain type of person (Gee 2001)

Discourse:Ways of- Speaking & writing- Acting & Interacting- Using face or body- Feeling, believing, & valuing- Using objects, tools, or technologies

12

13

Scientific Practice

Authentic scientific practice– In the context of real world

problems– Full range of variables can be

tested and outcomes may be unknown

– Procedures for answering questions chosen at least partially by participants

• Chinn & Malhotra 2001; Gleason & Schauble 1999

Definition: The reasoning relevant to the pursuit of explaining, predicting, and controlling of empirical phenomena

Creating and using evidenceDesigning experimentsAccording to scientific standardsChinn & Malhotra, 2001; Osborne et. Al, 2001; Gleason & Schauble 1999

My Hypothesis: Developing Disposition

14

Goal for learners:- Recognize when

something is scientific

- In a situation where scientific reasoning is relevant, they engage

Thesis Statement

• Engaging learners in scientific practice in the context of different Discourses they participate in will lead to their development of scientific dispositions, which will in turn promote learners’ scientific identity development.

15

KITCHEN SCIENCEINVESTIGATORS

One Transformative Learning Environment

16

Starting With Learners’ Interests and Goals - Kitchen Science Investigators

• Design the Context for learning: After-school or summer camp learning environment where kids learn science and scientific reasoning skills through cooking– Intention: Kids will see relevance of science through

experiencing the value of scientific reasoning for them

• Help them see food as an object of investigation through play

• Transition them to engagement in authentic scientific practice

• Analyze development of disposition and what’s causing or prohibiting it

17

Kitchen Science Investigators

• Three aspects that help promote identity development and science learning

– Activities– Technology– Facilitation

• Activities– Cooking Experiment – Science

Experiment– Progress to more complex dishes

18

Children tend to:

• Role of Technology– Prompt learners to focus on the

scientific reasoning while cooking Gardner, Clegg, Williams, & Kolodner International Conference of the Learning Sciences, 2006

– Structured & Free-form technology support Clegg & Kolodner 2007 Research and Practice in Technology Enhanced Learning 2(3), 239-266

Forget the purpose of experimentationEnd investigations prematurelyFail to recognize importance of scientific situations(Gleason & Schauble 1999, Quintana et al. 2004)

19

Comparing Variation Results

20

Group Name & Variation

Observation Questions

Free-form Technology Support

Creating stories and explanatoids from experiments and investigations

21

Role of Facilitators

• During whole-group discussions– Guiding Conversations– Explaining Science

• During small-group work– Modeling Scientific Reasoning Processes

• Between sessions– Design activities based on learners interests and

understanding

METHODSResearch in this context

23

Analyzing Development of Disposition and what’s causing (or inhibiting) it

In the context of KSI:• Q1: What is the range of Discourses learners

are engaging in? • Q2: How is the scientific reasoning Discourse

influenced by participation in those Discourses?

• Q3: How does participation in KSI influence learners’ disposition to reason scientifically?

24

Study Details• Location

– YWCA – Teen Girls In Technology (TGI-Tech)

– Local Public Middle School• Participants

– 15-20 Minority Girls– 6-8th Grade

• Facilitators – Me, Janet, Christina– KSI research lab

• Duration– After school– 1.5 Hours Weekly– 9 Months (Fall 2007 - Spring

2008)• Multiple Case Study

– 4 Focal Girls– Representing variety along:

• Interests• Participation Styles• (Clegg & Kolodner, 2007)

25

Data Collection and SourcesData sources

Video dataSoftware logsFacilitator field notesInterviews

LearnersParentsScience Teachers

26

Learner Initial

Learner Middle

Learner Ending

Parent Initial Parent Ending

Teacher Initial Parent Ending

KSI Activities• Fall 2007 - Leaveners

– Day 1: Food Tasting– Day 2: Food Tasting II– Day 3: Pizza– Day 4: Brownies– Day 5: Egg-sploration– Day 6: Cookies– Day 7: BS/BP Experiment– Day 8: Choice I– Day 9: Choice II– Day 10: Choice III and Parent

Presentations

• Spring 2008 - Thickeners – Day 11: Biscuits & Gravy– Day 12: Pudding– Day 13: Good Eats/Pudding

Results– Day 14: Strawberry No-Bake Pie– Day 15: Strawberry Pie Analysis– Day 16: Thickener Choice I– Day 17: Choice I Re-make– Day 18: Choice II– Day 19: Choice III– Day 20: Choice IV & parent

Presentations

27

Structured

`Less Structured

Data Analysis• Coding: Discourse

Participation and Development– Scientist

• Chinn & Malhotra, 2001 framework

– Chef• Actions, questions, values,

etc. pertaining to creating and preparing dishes

– Friend• Social conversation or play• Laughter, personal

conversation, playful, arguments, etc.

• Coding Order– Interview data

• Changes, shifts, and developments in Discourses

• Causes– Selected observation

days (5-6 days per learner)

– Coded observation days (active participation) by Discourse

28

Discourse Development

Within each Discourse:Ways of- Speaking or writing- Acting or Interacting- Using face or body- Feeling, believing, or valuing- Using objects, tools, or technologiesLooked within each Discourse to understand how

participation shifted over time in each

29

Influences of Other Discourses on the Scientist Discourse?

Across each Discourse:Ways of- Speaking or writing- Acting or Interacting- Using face or body- Feeling, believing, or valuing- Using objects, tools, or technologies

Looked for connections from each Discourse to theScientist Discourse to understand how participation shifts in each Discourse influenced Scientist Discourse

30

Scientific Disposition

Participation in Scientist Discourse- Amount- Complexity- Contexts- Overarching ideals about,

values of doing science(Bereiter, 1995; Gresalfi, 2006; Katz 1993)

KSI Focal Girls

32

Candyce• Hated science class

– Teacher– Experiments– Switched classes

• KSI– Descriptive observations

became goals– Used science experiments

to achieve– Developed “craving for

knowledge”

33

6th GradeInterests: Science, Cooking

Participation Style: Quiet/Vocal

Candyce6th Grade

Interests: Science, CookingParticipation Style: Quiet/Vocal

34

Okay, what are my strengths as an investigator? I like finding things out because I'm like the type of person who will want to know something and who loves getting information. So I'm good at that. That's what strength [I have]. Yeah, I have a craving for knowledge.

Malaysia• Science class boring

– Stare at teacher– Read book

• KSI– Cooking expertise – pasta

and fruit tart• Understood starch

absorption• Scientific terminology

became goals for dishes– Increased science interest

35

6th GradeInterests: Social, CookingParticipation Style: Vocal

Malaysia6th Grade

Interests: Social, CookingParticipation Style: Vocal

36

M: Cause, [KSI]'s like ↑fun, but it's educational at the same time. So, and then

it'll help you understand science more, cause kids don't really understand that boring way cause they fall asleep and stuff, so if you do KSI, you can be excited and enthusiastic and then you'll be learning about science at the

same time.T: So, what do you mean by boring stuff?

M: Like sitting in the classroom opening your textbook or sitting there staring at the

teacher.

Analyzing Development of Disposition and what’s causing (or inhibiting) it

In the context of KSI:• Q1: What is the range of Discourses learners

are engaging in? • Q2: How is the scientific reasoning Discourse

influenced by participation in those Discourses?

• Q3: How does participation in KSI influence learners’ disposition to reason scientifically?

37

Discourses & Disposition

38

Analyzing Development of Disposition and what’s causing (or inhibiting) it

In the context of KSI:• Q1: What is the range of Discourses learners

are engaging in? • Q2: How is the scientific reasoning Discourse

influenced by participation in those Discourses?

• Q3: How does participation in KSI influence learners’ disposition to reason scientifically?

39

Friend Impact on Scientist Discourse

40

Additional Set of Friends: Impact on Scientist Discourse - Malaysia

Friend: Additional Set of Friends• Friends in science class

– Did not participate in science class• Malaysia didn’t either

• Additional set of friends in KSI– Some older and not in science class

(e.g., Amber)– Modeled scientific vocabulary and

practices– Some were in science class– KSI friends participated in science

class– Malaysia began to participate as well

• Closer relationship with teacher

Scientist• Access to others who

participated in science – Began to use scientific

practices (e.g., vocabulary, making observations)

– In science class: helped Malaysia to participate more

– Understood science teacher’s expectations

– Helped science teacher outside of class

41

Chef Impact on Scientist Discourse

42

Chef Impact on Scientist Discourse: Candyce

Chef• Becoming an expert chef

• Tasting and describing different puddings

• Making pudding with different thickeners

• Achieving cooking goals: More complex dishes with thickeners– Fruit Tarts– Sweet and Sour Chicken– Chocolate cake with cream center

• Cooking accomplishments and ability

Scientist• Use of science to achieve

goals– Descriptive observations– Experimentation and results– Conceptual understanding– Asking questions

• Scientific Expertise: Additional investigations– E.g., Baking soda & buttermilk

experiment

43

Analyzing Development of Disposition and what’s causing (or inhibiting) it

In the context of KSI:• Q1: What is the range of Discourses learners

are engaging in? • Q2: How is the scientific reasoning Discourse

influenced by participation in those Discourses?

• Q3: How does participation in KSI influence learners’ disposition to reason scientifically?

44

Scientific Disposition

• Relevance of science for achieving goals– Experimentation– Scientific understanding

• Connection of science to real world experiences and interest

• Curiosity – desire to know more

45

Discourses and Disposition

46

IMPLICATIONS FOR THE DESIGN OF TRANSFORMATIVE LEARNING ENVIRONMENTS (TLE)

47

Friends & Scientists: Implications for Design of TLEs

• Activities• Real world context allows for

shared experiences - bonding• Whole group & small group

conversations• Combination of diverse learners

– Particularly older learners interested in science

– Didn’t always work

• Offering choice• Promotes working together based

on interests

48

Clegg & Kolodner American Education Research Association, 2010

Chefs & Scientists: Implications for Design of TLEs

Activities• Hard to predict when learners

will ask questions or become interested

• All activities designed in the context of achieving learners’ goals– Make them natural to refer back

to• Ability to participate and make

mistakes

49

Clegg, Gardner, & Kolodner, International Conference of the Learning Sciences, 2010

Chefs & Scientists: Implications for Design of TLEs

Facilitation• Recognize when learners’

interests are piqued/dwindling• Capitalize on those moments• Find opportunities for learners to

answer their own questions– Unplanned scientific activities– Selecting appropriate practices

• Build off of interest of learners

50

Clegg, Gardner, & Kolodner, International Conference of the Learning Sciences, 2010

Chefs & Scientists: Implications for Design of TLEs

Technology• Structured Experiments

– Helped learners measure and compare experiment results

• Use for later recipe decisions• Memorized later• Connected with goals

• Choice Days – Stories and Explanatoids– Helped learners present their unique

experiences and scientific practices– Needed more guidance

• Facilitator prompting with questions & typing responses

51

CONTRIBUTIONSPromoting Identity Development as Scientific Reasoners and Thinkers

52

Contributions – Transformative Learning Environments

• Implications for design– Small and large groups

• Facilitator and peer support– Contextualized experiments

• Helped learners connect science to their lives• Spaces for developing scientific expertise to share with others

– Fostering social connections • Influences learners’ scientific Discourse participation• Need support for social interactions

• Technology not as central as we expected– But still important– Helped facilitators and learners

53

Contributions – Transformative Learning Environments

• Rich descriptions of Scientific Discourse participation and influence from other Discourses

54

Discourses & Disposition

55

Contributions – Transformative Learning Environments

• Helped learners imagine and align themselves as scientists– (Chapter 12)

56

Conclusion

• How does the development of scientific identity and disposition happen?– Engaging learners as scientists and friends in a real

world context helped them to take the practices on, promoting their scientific identity development

• How can we promote it?– Providing opportunities to engage learners in

scientific practice in the context of their goals with peers and mentors who share their interests

57

Acknowledgements

58

Ms. Ev & Ted CleggGrandparentsTerry & RashidaFaith Christian Center

ChristinaKK, Jakita,Swaroop

Magnia, Na’ilah

Dorn, Lijun, Allison, Betsy, Landry, Jamye, Brad, Jill, Andrea F., Andrea G., Susan, Erika, Valencia, Sheena, Kim, Chandan, Craig, Val, James, Marshini, George

KSIers Past and PresentYWCA, Schools,KSI Researchers, Teachers,Parents

Janet, Mark, Amy

My Own Motivation

• My own experience – one of few African American women

• Grade School: Math & science classes• Balancing tensions – being cool vs. being smart

• Decline of minorities and women in STEM fields through the pipeline

– (Committee on Maximizing the Potential of Women in Academic Science and Engineering, 2007)

59

Broader Perspective of Science Identities

60

Imagination and Alignment

61

Imagination & Alignment: Amber

62