PROMOTING IDENTITY DEVELOPMENT AS SCIENTIFIC. REASONERS AND ... work, for creating a College of Computing flexible enough to accept and embrace my approach to ..... 5.13: DAY 13 - GOOD EATS AND PUDDING RESULTS .
KITCHEN SCIENCE INVESTIGATORS: PROMOTING IDENTITY DEVELOPMENT AS SCIENTIFIC REASONERS AND THINKERS
A Dissertation Presented to The Academic Faculty
by
Tamara Lynnette Clegg
In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in Computer Science in the School of Interactive Computing, College of Computing
Georgia Institute of Technology December, 2010 COPYRIGHT 2010 BY TAMARA L. CLEGG
KITCHEN SCIENCE INVESTIGATORS: PROMOTING IDENTITY DEVELOPMENT AS SCIENTIFIC REASONERS AND THINKERS
Approved by: Dr. Janet L. Kolodner, Advisor School of Interactive Computing Georgia Institute of Technology
Dr. Magnia George Division of Educational Studies Emory University
Dr. Amy Bruckman School of Interactive Computing Georgia Institute of Technology
Dr. Na’ilah Suad Nasir College of Letters and Science University of California, Berkeley
Dr. Mark Guzdial School of Interactive Computing Georgia Institute of Technology Date Approved: August 27, 2010
Dedicated to God, in honor of Levi Barnes Sr. God’s gift to me was letting me be a part of his legacy
ACKNOWLEDGEMENTS
First and foremost, I give thanks to God for putting the fire in my belly to do this work, for creating a College of Computing flexible enough to accept and embrace my approach to computing, and for giving me the strength to finish. I thank my parents, Evelyn and Theodore R. Clegg, Jr. for their diligence in preparing me for this journey long before I got to Georgia Tech and for their support and encouragement once here. I thank my advisor, Dr. Janet Kolodner for offering her wisdom and expertise as a researcher and for not only serving as an advisor to me, but also being a friend and a mentor. I also thank my committee members, Dr. Mark Guzdial, Dr. Amy Bruckman, Dr. Magnia George, and Dr. Na’ilah Nasir for their inspiration and guidance. I thank my research partner and friend, Christina Gardner for walking by my side through this journey. I could not have asked for a better friend to support me through all of the ups and downs. I also thank my academic siblings, K.K. and Jakita for their wisdom and care. I have become a better researcher through the constructive feedback from my many colleagues in the College of Computing. For that, I thank Dr. Brian Dorn, Andrea G., Dr. Andrea Forte, Dr. Allison Tew, Dr. Jose Zagal, Dr. Jeff Rick, Dr. Brian Landry, and many others. I thank all of my KSI participants, and the communities of parents, teachers, and administrators that have made my research possible. I would like to also thank the support staff in the College of Computing for their diligence in supporting the many needs of running KSI and doing research.
iv
Finally, I would like to thank my family and friends for being my haven throughout this process. I thank my brother and sister-in-law, Rashida and Terence Clegg for their love, laughter, and encouragement. I thank my maternal grandparents, Elizabeth and Levi Barnes Sr., my paternal grandparents Ethel Mae and Theodore Clegg Sr. for their love and inspiration. I also thank my aunts (Nora Barnes, Vernestine Bullock, Mary Woodard, Juanita Sherrod, Dr. Brenda Gray, and Minister Joanne Terry), uncles (Levi Barnes Jr., Ulysses Barnes, James Barnes, Earl Barnes, David Barnes, Lawrence Barnes, William Barnes, Orlando C. Barnes, Richard Clegg, and Pastor Robert Clegg), and cousins for your love and belief in me. I also thank Valencia Lawrence and Rasheena Brown for their friendship, prayers, and listening ears. I thank my church family, particularly my pastors, Pastor Andre and Minister Tiffany Butler for teaching me how to apply the Word of God to all aspects of my life. I thank my new pastors, Pastor Joel Gregory and Minister Patricia Gregory for coaching and motivating me to go out and do the Word. Your preaching and teaching has made me a better researcher as I have learned how to let God lead and have reaped the benefits in my work as a researcher. I thank my co-laborers in the Gospel, Dr. Christina Dorell, Gracie McDonald, and Tamara Louis-Jeune. Thank you for helping me to learn and grow in the Lord. I also thank Bishop Keith Butler and Pastor Deborah Butler for their diligence in founding Faith Christian Center and for their loving guardianship over us through the years.
v
TABLE OF CONTENTS ACKNOWLEDGEMENTS........................................................................................ IV TABLE OF CONTENTS............................................................................................ VI LIST OF TABLES...................................................................................................... XI LIST OF FIGURES ...................................................................................................XII LIST OF SYMBOLS AND ABBREVIATIONS .................................................... XIII SUMMARY............................................................................................................. XIV CHAPTER 1 EMPOWERING LEARNERS TO BECOME SCIENTIFIC REASONERS AND THINKERS........................................................................... 1 1.1: OVERVIEW OF DOCUMENT .......................................................................... 5 PART 1 SETTING THE STAGE ................................................................................. 7 CHAPTER 2 SCIENCE IDENTITY FOUNDATIONS............................................... 8 2.1: WHAT IS IDENTITY AND HOW DOES IT DEVELOP? ...................................... 10 2.1.1: Identity Development ............................................................... 10 2.2: HOW CAN WE RECOGNIZE IDENTITY AND HOW IT IS CHANGES OVER TIME? 11 2.2.1: Identity as Group Membership - Toward a Socio-cultural View of Identity...................................................................................... 11 2.2.2: Indicators of Scientific Identity Development.......................... 17 2.3: HOW DO WE PROMOTE SCIENTIFIC REASONER IDENTITY DEVELOPMENT?.. 20 2.3.1: Goals ......................................................................................... 21 2.3.2: Learning .................................................................................... 23 2.4: BARRIERS TO BECOMING AN IDENTITY-ACHIEVED SCIENTIFIC REASONERS ................................................................................................................... 27 2.5: THE ROLE OF COMPUTER SUPPORT ........................................................... 29 2.6: FINDING THE PASSION TO EXPLORE THE UNKNOWN ................................... 30 CHAPTER 3 KITCHEN SCIENCE INVESTIGATORS - THE ENVIRONMENT . 32 3.1: ITERATIVELY DESIGNING KSI – LESSONS LEARNED ................................. 33 3.2: DESIGN OF KSI ......................................................................................... 34 3.2.1: Activities of KSI ....................................................................... 35 3.2.2: Facilitating Learning................................................................. 36 3.2.3: Design of Technology: KSI Software....................................... 36 3.2.4: KSI Curriculum......................................................................... 44 vi
3.3: ADDRESSING IDENTITY IN KSI.................................................................. 46 3.3.1: Providing a Picture of Authentic Science ................................. 46 3.3.2: Addressing Community Needs - Helping Learners to Explore Roles in KSI.................................................................................. 51 3.3.3: Making Science Relevant Outside of KSI ................................ 53 CHAPTER 4 RESEARCH METHODOLOGY ......................................................... 55 4.1: DATA COLLECTION ................................................................................... 56 4.1.1: Program Implementation and Participants................................ 56 4.1.2: Sources of Data......................................................................... 59 4.1.3: Data Collection How To's......................................................... 60 4.2: INTERVIEWS AS A METHODOLOGY ............................................................ 63 4.3: DATA ANALYSIS ....................................................................................... 64 4.3.1: Data Constructs......................................................................... 65 4.3.2: Data Analysis Phase I ............................................................... 67 4.3.3: Data Analysis Phase II.............................................................. 68 PART II STUDY RESULTS ...................................................................................... 72 PART II - INTRODUCTION ................................................................................. 73 CHAPTER 5 KSI ENACTMENT .............................................................................. 77 5.1: DAY 1 – INTEREST, KSI EXPECTATIONS, AND COOKING POSTERS ............ 77 5.2: DAY 2 – SCIENCE INTEREST POSTERS ....................................................... 78 5.3: DAY 3 - PIZZA AND YEAST ........................................................................ 79 5.4: DAY 4 - BROWNIE EXPERIMENT ................................................................ 80 5.5: DAY 5 - EGG EXPLORATIONS .................................................................... 81 5.6: DAY 6 – COOKIES WITH BAKING SODA AND BAKING POWDER ................. 82 5.7: DAY 7 - COOKIE EXPERIMENT AND CHOICE DAY PLANNING .................... 83 5.8: DAY 8 - STUFFED CRUST PIZZA RETRY DAY ............................................ 84 5.9: DAY 9 – PIZZA AND CAKE CHOICE DAY I ................................................. 85 5.10: DAY 10 - CHOICE II AND PARENT PRESENTATIONS ................................. 86 5.11: DAY 11 - BISCUITS AND GRAVY ............................................................. 86 5.12: DAY 12 - PUDDING .................................................................................. 87 5.13: DAY 13 - GOOD EATS AND PUDDING RESULTS ....................................... 89 5.14: DAY 14 - STRAWBERRY PIE .................................................................... 89 5.15: DAY 15 - STRAWBERRY PIE ANALYSIS DAY ........................................... 90 5.16: DAY 16 - THICKENER CHOICE I............................................................... 91 5.17: DAY 17 - THICKENER CHOICE I CONTINUED ........................................... 92 5.18: DAY 18 - LEAVENER AND THICKENER CHOICE DAY I............................. 93 5.19: DAY 19 CHOICE DAY – ITERATING ON FINAL RECIPES ........................... 94 5.20: DAY 20 - CHOICE DAY & FAMILY OPEN HOUSE ..................................... 95
vii
CHAPTER 6 SHARONDA – MISTAKES TO ACCOMPLISHMENTS ................. 97 6.1: SHARONDA’S SCIENTIFICALLY MEANINGFUL EXPERIENCES IN KSI ......... 97 6.1.1: Day 6 - Cookies ........................................................................ 98 6.1.2: Day 7 - Baking Soda & Baking Powder Experiment ............. 102 6.1.3: Day 9 - Choice II – Moist Yellow Cup Cakes........................ 104 6.1.4: Day 11 - Biscuits and Gravy................................................... 108 6.1.5: Day 19 - Strawberry Two-Tier Pie ......................................... 112 6.1.6: Overall Discussion - Moving from Follower to Leader ......... 114 6.2: SHARONDA’S DISCOURSES ...................................................................... 116 6.2.1: Friend ...................................................................................... 116 6.2.2: Chef......................................................................................... 119 6.2.3: Scientist................................................................................... 123 6.2.4: Sharonda’s Disposition ........................................................... 131 CHAPTER 7 AMBER – THE COLLISION OF SCIENCE AND COOKING ....... 133 7.1: AMBER’S SCIENTIFICALLY MEANINGFUL EXPERIENCES IN KSI.............. 133 7.1.1: Day 3 - Pizza & Yeast-Air Balloon Experiment..................... 134 7.1.2: Day 7 - Baking Soda & Baking Powder Experiment ............. 138 7.1.3: Day 10 - Sugar Cookies & Parent Presentations .................... 142 7.1.4: Day 12 - Pudding Experiment ................................................ 146 7.1.5: Day 15 - Strawberry Pie Analysis Day................................... 150 7.1.6: Overall Discussion - Becoming Up Close with Science – From the Sidelines to Firsthand............................................................ 154 7.2: AMBER’S DISCOURSES ............................................................................ 155 7.2.1: Friend ...................................................................................... 156 7.2.2: Chef......................................................................................... 159 7.2.3: Scientist................................................................................... 161 7.2.4: Amber’s Disposition ............................................................... 163 CHAPTER8 MALAYSIA – PLAYING AROUND WITH SCIENCE ................... 166 8.1: MALAYSIA’S SCIENTIFICALLY MEANINGFUL EXPERIENCES IN KSI ........ 167 8.1.1: Day 15 - Strawberry Pie Analysis Day................................... 167 8.1.2: Days 16 & 17: Thickener Choice I ......................................... 172 8.1.3: Day 18 - Thickener Choice II – Potato Ravioli ...................... 181 8.1.4: Day 20 - Parent Presentations................................................. 186 8.1.5: Overall Discussion - The Nature of Malaysia’s Play ............. 189 8.2: MALAYSIA’S DISCOURSES ...................................................................... 191 8.2.1: Friend ...................................................................................... 192 8.2.2: Chef......................................................................................... 193 8.2.3: Scientist................................................................................... 195
viii
CHAPTER 9 CANDYCE – DEVELOPING A CRAVING FOR KNOWLEDGE . 200 9.1: CANDYCE’S SCIENTIFICALLY MEANINGFUL EXPERIENCES IN KSI.......... 200 9.1.1: Day 12 - Food Tasting and Pudding Experiment ................... 201 9.1.2: Day 15 - Strawberry Pie Analysis Day................................... 206 9.1.3: Days 16 & 17 - Fruit Tart Choice Days.................................. 208 PART III DISCOURSE PARTICIPATION, IMAGINATION, AND ALIGNMENT ............................................................................................................................. 235 PART III INTRODUCTION ................................................................................ 236 CHAPTER 10 SCIENTIFIC DISCOURSE PARTICIPATION IN KSI.................. 237 10.1: MAKING OBSERVATIONS AND MEASURING .......................................... 239 10.2: TRANSFORMING OBSERVATIONS ........................................................... 242 10.3: GENERATING RESEARCH QUESTIONS – ASKING QUESTIONS................. 243 10.3.1: Asking Questions.................................................................. 244 10.3.2: Learners Embarking on Their Own Projects ........................ 244 10.3.3: Planning Procedures ............................................................. 245 10.4: WHEN THINGS GO WRONG – PLANNING FOR THE UNCONTROLLABLE .. 246 10.4.1: Finding Flaws ....................................................................... 248 10.5: COORDINATING RESULTS FROM MULTIPLE STUDIES – PLANNING PROCEDURES ........................................................................................... 249 10.6: SHARING REPORTS ................................................................................ 252 10.7: EXPERT REVIEWERS .............................................................................. 255 10.8: CONCLUSION ......................................................................................... 256 CHAPTER 11 DISCOURSE PARTICIPATION AND DEVELOPING DISPOSITIONIN KSI AND BEYOND............................................................. 258 11.1: SOCIAL DISCOURSE PARTICIPATION AND IMPACT ON SCIENTIFIC DISCOURSE .............................................................................................. 262 11.1.1: Friend Discourse Participation in KSI .................................. 263 11.1.2: Friend Impact on Scientific Discourse in KSI ...................... 266 11.1.3: Friend Impact on Scientific Discourse - From KSI to Science Class............................................................................................ 271 11.1.4: Overall Impacts of Friend Discourse on Scientist Discourse 273 11.2: CHEF DISCOURSE PARTICIPATION AND INFLUENCE ON SCIENTIFIC DISCOURSE .............................................................................................. 277 11.2.2: Chef Impact on Scientific Discourse in KSI......................... 279 11.2.3: Impact of Chef Discourse on Scientist Discourse at Home.. 283 11.2.4: Impact of Chef Discourse on Scientific Discourse in Science Class............................................................................................ 286 11.2.5: From Chef Discourse Participation to Scientific Dispositions ..................................................................................................... 288 11.3 DISCOURSE PARTICIPATION AND SCIENTIFIC DISPOSITION .................... 291 ix
CHAPTER 12 FROM DISPOSITION TO IMAGINATION AND ALIGNMENT 295 12.1: SHARONDA............................................................................................ 298 12.1.1: Sharonda’s Imagination of Science ...................................... 299 12.1.2: Sharonda’s Imagination of Herself With Respect to Science300 12.1.3: Sharonda’s Alignment as a Scientist .................................... 302 12.1.4: Discussion - Sharonda’s Imagination and Alignment as a Kitchen Scientist ......................................................................... 303 12.2: CANDYCE .............................................................................................. 307 12.2.1: Candyce’s Imagination of Science ....................................... 307 12.2.2: Candyce’s Imagination of Herself With Respect to Science 309 12.2.3: Candyce’s Alignment as a scientist ...................................... 313 12.2.4: Discussion: Candyce’s Merging Imagination of Science and Investigation................................................................................ 314 12.3: MALAYSIA ............................................................................................ 316 12.3.1: Malaysia’s Imagination of Science....................................... 317 12.3.2: Malaysia’s Imagination of Herself With Respect to Science 318 12.3.3: Malaysia’s Alignment as a Scientist..................................... 319 12.3.4: Discussion - Malaysia’s Progression from Sitting and Staring to Really Doing Science.............................................................. 320 12.4: AMBER .................................................................................................. 321 12.4.1: Amber’s Imagination of Science .......................................... 322 12.4.2: Amber’s Imagination of Herself Within Science ................. 322 12.4.3: Amber’s Alignment as a Scientist ........................................ 323 12.4.4: Amber’s Imagination and Alignment as a Chef ................... 324 12.5: DISCUSSION - LOOKING ACROSS CASES................................................ 329 12.5.1: Recognition and More Macro Views of the Environment.... 330 CHAPTER 13 CONCLUSIONS AND IMPLICATIONS ....................................... 333 13.1: LESSONS FROM KSI FOR THE DESIGN OF TRANSFORMATIVE LEARNING ENVIRONMENTS ....................................................................................... 338 13.1.1: Design of Activities .............................................................. 339 13.1.2: Design of Facilitation Support.............................................. 341 13.1.3: Design of Technology Support ............................................. 343 13.2: FINAL CONCLUSIONS ............................................................................ 346 REFERENCES ......................................................................................................... 350 VITA ......................................................................................................................... 356
x
LIST OF TABLES Page Table
4.1:
KSI
students,
teachers,
and
researchers..................................................................................................... 59
Table
4.2:
Discourses
and
contexts
of
analysis............................................................................................................. 67
Table
10.1:
Making
observations
and
measuring
results.......................................................................................239
Table
10.2:
Transforming
observations
results .........................................................................................................242
Table
10.3:
Generating
research
questions
results...................................................................................................243
Table
10.4:
Planning
for
the
uncontrollable
results ................................................................................................246
Table
10.5:
Coordinating
results
and
planning
procedures
results. .................................................................249
Table
10.6:
Sharing
reports
results..................................................................................................................................252
Table
10.7:
Expert
reviewers..............................................................................................................................................255
xi
LIST OF FIGURES Page Figure
2.1:
Intertwining
roles
in
multiple
communities........................................................................................... 13
Figure
2.2:
Example
of
Discourses. .................................................................................................................................... 16
Figure
2.3:
Discourses
and
disposition. ........................................................................................................................... 20
Figure
3.1.
Whole
group
discussion
software
page. ................................................................................................... 37
Figure
3.2.
Designing
experiments
software
page. ..................................................................................................... 38
Figure
3.3.
Recipe
observations
software
page. ........................................................................................................... 40
Figure
3.4.
Group
results
software
page......................................................................................................................... 42
Figure
3.5.
Experiment
results
software
page. ............................................................................................................ 43
Figure
3.6.
KSI
cooking
magazine
software
page........................................................................................................ 44
Figure
11.1:
Spaces
and
participants. .............................................................................................................................261
Figure
11.2:
Discourses
in
contexts. ................................................................................................................................262
Figure
11.3:
Friend
Discourse
participation
in
KSI...................................................................................................263
Figure
11.4:
Impact
of
friend
Discourse
on
scientist
Discourse
in
KSI.............................................................265
Figure
11.5:
Influence
of
friend
Discourse
on
science
class
participation......................................................271
Figure
11.6:
Chef
Discourse
in
KSI. ..................................................................................................................................278
Figure
11.7:
Influence
of
chef
Discourse
in
KSI
and
at
home................................................................................279
Figure
11.8:
Impact
of
chef
Discourse
on
scientist
Discourse
at
home ............................................................283
Figure
11.9:
Impact
of
chef
Discourse
on
scientist
Discourse
in
science
class. ............................................286
Figure
11.10:
Discourse
participation
and
influence
on
disposition. ...............................................................291
xii
LIST OF SYMBOLS AND ABBREVIATIONS
↑
In quote, indicates falling pitch or intonation
↓
In quote, indicates rising pitch or intonation
>text
