TY - GEN
T1 - Designing to illuminate children's scientific funds of knowledge through social media sharing
AU - Mills, Kelly
AU - Bonsignore, Elizabeth
AU - Clegg, Tamara
AU - Ahn, June
AU - Yip, Jason
AU - Pauw, Daniel
AU - Cabrera, Lautaro
AU - Hernly, Kenna
AU - Pitt, Caroline
N1 - Funding Information:
We thank the families, educators, and community members who have partnered with us. This material is based upon work supported by the National Science Foundation under Grant No. 1441523. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the view of the National Science Foundation.
Publisher Copyright:
© 2018 Association for Computing Machinery.
PY - 2018/6/19
Y1 - 2018/6/19
N2 - The ubiquitous use of social media by children offers a unique opportunity to view diverse funds of knowledge that may otherwise be overlooked. To leverage this insight, we have coupled the iterative development of our community focused, Science Everywhere life-relevant science learning program together with an integrated social media app to engage learners aged 6-16 in science with parents, teachers, and mentors throughout their community. We found that learners' scientific funds of knowledge were often not evident in their posts alone; rather, they emerged through our triangulation of posts, interviews with youth and their parents, and observations of their learning experiences in our life-relevant science education program. Our findings suggest that leveraging new social media features to support contextual information, scientific scaffolds and creative expression may make children's implicit and more unconventional scientific funds of knowledge more apparent. Additionally, social media sharing in conjunction with other practices, such as discussing posts with learners and encouraging non-science posts, can uncover the rich contexts of children's social media sharing, which can illuminate their scientific thinking.
AB - The ubiquitous use of social media by children offers a unique opportunity to view diverse funds of knowledge that may otherwise be overlooked. To leverage this insight, we have coupled the iterative development of our community focused, Science Everywhere life-relevant science learning program together with an integrated social media app to engage learners aged 6-16 in science with parents, teachers, and mentors throughout their community. We found that learners' scientific funds of knowledge were often not evident in their posts alone; rather, they emerged through our triangulation of posts, interviews with youth and their parents, and observations of their learning experiences in our life-relevant science education program. Our findings suggest that leveraging new social media features to support contextual information, scientific scaffolds and creative expression may make children's implicit and more unconventional scientific funds of knowledge more apparent. Additionally, social media sharing in conjunction with other practices, such as discussing posts with learners and encouraging non-science posts, can uncover the rich contexts of children's social media sharing, which can illuminate their scientific thinking.
KW - Children
KW - Science learning
KW - Scientific funds of knowledge
KW - Social media
UR - http://www.scopus.com/inward/record.url?scp=85051464080&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85051464080&partnerID=8YFLogxK
U2 - 10.1145/3202185.3202737
DO - 10.1145/3202185.3202737
M3 - Conference contribution
AN - SCOPUS:85051464080
T3 - IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children
SP - 266
EP - 277
BT - IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children
PB - Association for Computing Machinery, Inc
T2 - 17th ACM Conference on Interaction Design and Children, IDC 2018
Y2 - 19 June 2018 through 22 June 2018
ER -