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首页> 外文学位 >'A page so big no one can fall off': Apprenticeship as the architecture of intersubjectivity in an after -school science program for inner city middle school students.
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'A page so big no one can fall off': Apprenticeship as the architecture of intersubjectivity in an after -school science program for inner city middle school students.

机译：“一页如此之大，没人能掉下来”：学徒制，这是针对内城中学生的课外科学计划中的主体间性架构。

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摘要

Motivating students to engage in rigorous academic work in math and science over sustained periods of time is challenging, particularly in the case of students who have not previously done well in school. In part, I argue, this is due to a pervasive and deeply held set of cultural tools for thinking about individuals, knowledge, and communication. In this thesis, I propose a new set of cultural tools and show how they can actually be used in transforming teaching and learning among "at risk," inner city middle school students in science.;With funding from the Spencer Foundation, The Talk, Text, and Identity (TTI) project (PIs: James Paul Gee and Sarah Michaels) developed an experimental after-school site, known as the Investigators Club, for which I served as co-designer, lead-teacher, and teacher-researcher. The goal of the I-Club was to engineer the induction of school-disaffiliated 7th- and 8th-graders into a culture and social practice which "recruited" school-based skills and knowledge. I describe the principles and practices of the I-Club, with emphasis on a recurring activity known as "Circle Up Time," and provide a range of indicators showing that the I-Club was a successful innovation, promoting motivation, learning in science, and a sense of academic efficacy.;In describing, and analyzing the Investigators Club, as both a set of principles and a set of practices, I bring together: (a) work on apprenticeship and intersubjectivity traditionally examined within the field of psychology; (b) sociolinguistic studies of participation and identity transformation; and (c) practitioner research focusing on teacher-student, student-student, and whole-group discussion.;Using video tapes and transcripts from the 1996--97 I-Club, I attempt to explore and explain the "architecture of intersubjectivity," that is, how it was that a shared world came to be created with the I-Club members, and how this supported them to develop skills, habits of mind, and identities as kids who, although perhaps failing in school, were nonetheless "smart" in the I-Club. Ragnar Rommetveit's work on "intersubjectivity" and the notion of "apprenticeship learning" provide a conceptual structure for understanding Discourse acquisition at the microgenetic level. Finally, I discuss the implications of this work both theoretically and practically.
机译：在持续的时间段内激励学生从事严格的数学和科学学术工作具有挑战性，特别是对于以前在学校成绩不佳的学生而言。我认为，部分原因在于这是一种用于思考个人，知识和交流的广泛而根深蒂固的文化工具。在这篇论文中，我提出了一套新的文化工具，并展示了如何将其实际用于在“处于危险中”的内城区城市中学生进行科学和技术的教学和转化。；由Spencer基金会，The Talk，文本和身份（TTI）项目（项目执行机构：James Paul Gee和Sarah Michaels）开发了一个实验性的课外活动场地，称为调查人员俱乐部，我担任该项目的联合设计师，首席教师和教师研究人员。 I-Club的目标是设计将不适合学校的7年级和8年级学生引入一种文化和社会实践中，以“招募”基于学校的技能和知识。我描述了I-Club的原则和做法，重点是循环活动，称为“循环时间”，并提供了一系列指标，显示了I-Club是一次成功的创新，促进了动机，学习了科学知识，在描述和分析研究者俱乐部时，我既结合了一套原则，又结合了一套实践，汇集了：（a）在心理学领域传统上研究的学徒制和主体间性研究； （b）有关参与和身份转变的社会语言研究； （c）专注于师生，学生和整个小组讨论的从业人员研究。我使用1996--97年I-Club的录像带和成绩单，尝试探索和解释“主体间性体系， “也就是说，如何与I-Club成员一起创建一个共享的世界，这如何支持他们发展技能，思维习惯和小孩子的身份，尽管他们可能在学校里失败了，但他们仍然是孩子”智能”中的“智能”。拉格纳·隆默维特（Ragnar Rommetveit）关于“主体间性”和“学徒学习”概念的工作为从微观遗传学层面理解话语习得提供了一个概念结构。最后，我在理论和实践上都讨论了这项工作的意义。

著录项

  • 作者

    Sohmer, Richard Edward.;

  • 作者单位

    Clark University.;

  • 授予单位 Clark University.;
  • 学科 Education Philosophy of.;Psychology Social.;Language Linguistics.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 301 p.
  • 总页数 301
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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