Search results for: Kafai Yasmin B.
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Existing research suggests that one of the challenges for teachers in persisting with innovative inquiry curricula is their difficulty scaffolding students’ transitions into technology-supported and open-ended activities.This article addresses the nature and role of students’ collaborations in learning through design, a technology-rich science inquiry curriculum. The authors paid particular attention to how students with varying degrees of previous experience in this curricular approach collaborated with one another. The authors found that experienced fifth graders took on many socializing functions, effectively apprenticing younger students into the practices of learning through design.
Updated: Dec. 23, 2008
Mentoring Partnerships in a Community Technology Centre: A Constructionist Approach for Fostering Equitable Service Learning
Many mentoring programs partner programs of inner-city youth, providing assistance in underserved communities while mentors gain experiences that connect theory and practice. We analysed over 200 field notes, which described their mentoring interactions over eight weeks and conducted exit interviews about their mentoring experiences. Our results indicate that mentors participated not just as more knowledgeable peers but also as facilitators, advisors, most importantly, as learners in this process. In the interviews, nearly all mentors reviewed assumptions about their own learning and mentoring, in addition to reflections about social issues.
Updated: Nov. 18, 2008