Capturing personal and social science: Technology for integrating the building blocks of disposition

Tamara Clegg; Elizabeth Bonsignore; June Ahn; Jason Yip; Daniel Pauw; Michael Gubbels; Becky Lewittes; Emily Rhodes

Capturing personal and social science: Technology for integrating the building blocks of disposition

Tamara Clegg, Elizabeth Bonsignore, June Ahn, Jason Yip, Daniel Pauw, Michael Gubbels, Becky Lewittes, Emily Rhodes

Administration, Leadership & Technology

Research output: Contribution to journal › Conference article › peer-review

Abstract

The development of a scientific disposition opens opportunities for youth to see science as relevant in their daily lives. Four building blocks promote disposition development: gaining competence, sparking curiosity, belonging and contributing to one's communities, and bridging personal connections. In this paper, we explore the role technology played in supporting unified disposition development by detailing the experiences of two focal learners. We found that technology can act as a boundary object that supports connections across the building blocks in integrated ways, and we include challenges and implications for design.

Original language	English (US)
Pages (from-to)	455-462
Number of pages	8
Journal	Proceedings of International Conference of the Learning Sciences, ICLS
Volume	1
Issue number	January
State	Published - 2014
Event	11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States Duration: Jun 23 2014 → Jun 27 2014

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

@article{4f154d065a884354bff06119e75e3d6f,

title = "Capturing personal and social science: Technology for integrating the building blocks of disposition",

abstract = "The development of a scientific disposition opens opportunities for youth to see science as relevant in their daily lives. Four building blocks promote disposition development: gaining competence, sparking curiosity, belonging and contributing to one's communities, and bridging personal connections. In this paper, we explore the role technology played in supporting unified disposition development by detailing the experiences of two focal learners. We found that technology can act as a boundary object that supports connections across the building blocks in integrated ways, and we include challenges and implications for design.",

author = "Tamara Clegg and Elizabeth Bonsignore and June Ahn and Jason Yip and Daniel Pauw and Michael Gubbels and Becky Lewittes and Emily Rhodes",

note = "Publisher Copyright: {\textcopyright} 2014 ISLS.; 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 ; Conference date: 23-06-2014 Through 27-06-2014",

year = "2014",

language = "English (US)",

volume = "1",

pages = "455--462",

journal = "Proceedings of International Conference of the Learning Sciences, ICLS",

issn = "1814-9316",

publisher = "International Society of the Learning Sciences (ISLS)",

number = "January",

}

TY - JOUR

T1 - Capturing personal and social science

T2 - 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014

AU - Clegg, Tamara

AU - Bonsignore, Elizabeth

AU - Ahn, June

AU - Yip, Jason

AU - Pauw, Daniel

AU - Gubbels, Michael

AU - Lewittes, Becky

AU - Rhodes, Emily

PY - 2014

Y1 - 2014

N2 - The development of a scientific disposition opens opportunities for youth to see science as relevant in their daily lives. Four building blocks promote disposition development: gaining competence, sparking curiosity, belonging and contributing to one's communities, and bridging personal connections. In this paper, we explore the role technology played in supporting unified disposition development by detailing the experiences of two focal learners. We found that technology can act as a boundary object that supports connections across the building blocks in integrated ways, and we include challenges and implications for design.

AB - The development of a scientific disposition opens opportunities for youth to see science as relevant in their daily lives. Four building blocks promote disposition development: gaining competence, sparking curiosity, belonging and contributing to one's communities, and bridging personal connections. In this paper, we explore the role technology played in supporting unified disposition development by detailing the experiences of two focal learners. We found that technology can act as a boundary object that supports connections across the building blocks in integrated ways, and we include challenges and implications for design.

UR - http://www.scopus.com/inward/record.url?scp=84937952571&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84937952571&partnerID=8YFLogxK

M3 - Conference article

AN - SCOPUS:84937952571

SN - 1814-9316

VL - 1

SP - 455

EP - 462

JO - Proceedings of International Conference of the Learning Sciences, ICLS

JF - Proceedings of International Conference of the Learning Sciences, ICLS

IS - January

Y2 - 23 June 2014 through 27 June 2014

ER -

Capturing personal and social science: Technology for integrating the building blocks of disposition

Abstract

ASJC Scopus subject areas

Other files and links

Fingerprint

Cite this