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首页> 外文学位 >Building and Bridging Communities of Practice for Habitat Conservation in Working Landscapes: Case Studies of Collaborative Learning and Research in California's Central Valley.
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Building and Bridging Communities of Practice for Habitat Conservation in Working Landscapes: Case Studies of Collaborative Learning and Research in California's Central Valley.

机译：在工作环境中建立和桥接人居保护实践社区：加利福尼亚中央谷地合作学习与研究的案例研究。

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摘要

Through this study I identify, characterize and evaluate learning processes and outcomes among diverse groups of stakeholders that are working to address various complex conservation and land-use issues in California. Drawing on learning theory that emphasizes the importance of sociocultural context, I employ an analytical framework in which learning is conceptualized as a social process that occurs when individuals participate with others in meaningful social activities, or communities of practice (Wenger, 1998). This collection of case studies examines learning as participation in communities of practice in three working landscape contexts: collaborative research between grain crop growers and conservation professionals, oak woodland monitoring by citizen scientists or non-scientist volunteers, and a watershed restoration education program for youth. Following a qualitative approach to inquiry (Merriam, 1998) and a constant comparative method of data analysis (Glaser & Strauss, 1967), I collected and analyzed ethnographic data drawn from interviews, field notes and document analysis compiled during extensive participant observation in each of the case settings. In the first case, I found that the process of collaborative research between grain growers and conservation groups developed into a boundary practice and resulted in the creation of new knowledge, management practices and shifting identities for the groups involved. In the second case, I found that the quality of participation afforded to volunteer citizen scientists, specifically related to their influence on, interactions in, and insight about the research process, had a direct impact on how and what they learned about science and the environment. Finally, I analyzed the learning processes and outcomes in the youth watershed restoration education program based on the extent to which student participants were afforded an experience of legitimate peripheral participation (Lave & Wenger, 1991) and found that while the program did not necessarily provide an authentic experience of restoration practice per se, the program did provide opportunities for participants to learn through participation in social activity and try out new roles and identities in the process. To conclude, I identified several processes and elements that facilitated or hindered learning as participation within and across communities of practice in each of the three cases, including: 1) access and legitimacy; 2) power to negotiate meaning and make decisions; 3) authenticity of activity; 4) engagement in shared practice; 5) sharing and creating knowledge; and 6) identity building. Through these findings, the study not only contributes to refining theories of situated learning in the realms of environmental education and natural resource management, but also more broadly illustrates how such sociocultural and situative theoretical perspectives on learning, including the communities of practice concept, can be applied to new learning contexts.
机译：通过这项研究，我确定，表征和评估了各利益相关方群体之间的学习过程和成果，这些利益相关方致力于解决加利福尼亚州各种复杂的保护和土地利用问题。借鉴强调社会文化背景重要性的学习理论，我采用了一个分析框架，其中学习被概念化为一种社会过程，当个体与他人一起参与有意义的社会活动或实践社区时发生（Wenger，1998）。这套案例研究在三个工作环境中考察了作为实践社区参与者的学习：谷物种植者和保护专业人员之间的合作研究，公民科学家或非科学家志愿者进行的橡树林地监测以及针对青年的分水岭恢复教育计划。在采用定性的询问方法（Merriam，1998）和恒定的数据分析比较方法（Glaser＆Strauss，1967）之后，我收集并分析了从访谈，实地记录和文档分析中收集的人种学数据，这些访谈是在广泛的参与者观察中汇编的，案例设置。在第一种情况下，我发现谷物种植者与保护小组之间的合作研究过程已发展成为一种边界实践，并为相关小组创造了新知识，管理实践并改变了身份。在第二种情况下，我发现志愿公民科学家所能获得的参与质量，特别是与他们对研究过程的影响，相互作用以及对研究过程的了解有关，直接影响着他们对科学和环境的了解方式和知识。 。最后，我根据青年参与者的合法参加外围活动的程度，对青年流域恢复教育计划的学习过程和成果进行了分析（Lave＆Wenger，1991），发现尽管该计划不一定能提供该程序本身具有真实的恢复实践经验，确实为参与者提供了通过参与社会活动来学习并在此过程中尝试新角色和身份的机会。最后，我确定了在三个案例中的每一个案例中，促进或阻碍学习的几个过程和要素是在实践社区内部和之间的参与，包括：1）获取和合法性； 2）协商含义和做出决定的权力； 3）活动的真实性； 4）参与共同实践； 5）分享和创造知识；和6）身份建立。通过这些发现，该研究不仅有助于完善环境教育和自然资源管理领域中的情境学习理论，而且还更广泛地说明了这种关于学习的社会文化和情境理论观点，包括实践概念的社区，如何能够成为现实。应用于新的学习环境。

著录项

  • 作者

    Hardie, Erin Elizabeth.;

  • 作者单位

    University of California, Davis.;

  • 授予单位 University of California, Davis.;
  • 学科 Education Environmental.;Natural Resource Management.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 243 p.
  • 总页数 243
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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