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首页> 外文期刊>Journal of research in science teaching >Enacting Acts of Authentication in a Robotics Competition: An Interpretivist Study
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Enacting Acts of Authentication in a Robotics Competition: An Interpretivist Study

机译：机器人竞赛中的认证行为：一种解释主义研究

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While the science classroom primarily remains a site for knowledge acquisition through teacher directed experiences, other sites exist outside of the classroom that allow for student generation of scientific knowledge. These sites provide opportunities for linguistic and social interactions to play a powerful role in situating students' science learning experiences. Augmenting students' formal school science experiences with informal experiences outside of the classroom enables them to intersect their personal knowledge with canonical disciplinary knowledge. This allows for conditions of practice that are more relevant to the students. In this study we introduce the notion of acts of authentication to examine the nature of students' linguistic and social activities in an informal settinga regional robotics competition. These acts of authentication are a) participating in talk (including everyday); b) participating in productive disciplinary engagement (by co-constructing and critiquing knowledge); and c) being a member of a community of practice. We used Critical Discourse Analysis to examine students' and mentor's dialogic language to gain insights into the nature of their robotics experiences. Our findings indicate that the robotics experience offered rich opportunities for students to engage in acts of authentication. Our study offers conceptual insights into how the culture of the robotics activities both constructs and is constructed by the linguistic and social experiences of the students and their mentors. (c) 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 268-295, 2015
机译：虽然科学教室主要仍然是通过教师指导的经验来获取知识的站点，但教室之外还存在其他站点，这些站点允许学生生成科学知识。这些站点提供了语言和社会互动的机会，可以在学生学习科学的过程中发挥强大的作用。通过课堂以外的非正式经验来增强学生的正规学校科学经验，使他们能够将自己的个人知识与规范的学科知识相交。这使得与学生更相关的实践条件成为可能。在这项研究中，我们介绍了身份验证行为的概念，以检验在非正式的区域性机器人竞赛中学生的语言和社会活动的性质。这些认证行为是：a）参与谈话（包括每天）； b）参与富有成效的学科参与（通过共同构建和批判知识）； c）成为实践社区的成员。我们使用批判性话语分析来检查学生和导师的对话语言，以深入了解其机器人体验的本质。我们的发现表明，机器人技术的经验为学生提供了进行身份验证行为的丰富机会。我们的研究提供了有关机器人活动文化如何构建以及如何通过学生及其指导者的语言和社会经验进行构建的概念性见解。 （c）2015年，Wiley Periodicals，Inc. J Res Sci Teach 52：268-295，2015年

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