Learning in science education across school and science museums - Design and development work in a multi-professional group

Abstract

In this article, we discuss challenges in design work in a multidisciplinary group. We analyse video data gathered from a start-up workshop in a project, the aim of which is to design and develop learning models in science that will be used in and across schools and museum settings. A combination of digital technologies plays a vital role to bridge these institutional situations by offering a rich amount of representations. As an analytical framework, we use concepts from Culture Historical Activity Theory both to study the orientations of the various group members to learning in science education and to scrutinize contradictions between these orientations. We conclude by identifying three main orientations to learning in science education, namely, memorable experiences, embodiment, and conceptual understandings, and we discuss the implications that these have for the design of the overall learning trajectory. The findings in this article have important consequences for intervention design of the future workshops.

Nordic Journal of Digital Literacy at idunn.no http://www.idunn.no/ts/dk