TY - JOUR
T1 - Using activity theory to understand the systemic tensions characterizing a technology-rich introductory astronomy course
AU - Barab, Sasha A.
AU - Barnett, Michael
AU - Yamagata-Lynch, Lisa
AU - Squire, Kurt
AU - Keating, Thomas
N1 - Funding Information:
This research was supported in part by a Proffitt Grant from the Research and University Graduate School at Indiana University. We would also like to thank the Virtual Reality/ Virtual Environments group for their support in using the Automatic Virtual Environment (CAVE). Finally, we thank Kenneth Hay for conceiving the virtual solar system course.
PY - 2002/5/1
Y1 - 2002/5/1
N2 - In this report of our research on a computer-based three-dimensional (3-D) modeling course for learning astronomy, we use the central tenets of activity theory to analyze participation by undergraduate students and instructors, illuminating the instances of activity that characterized course dynamics. Specifically, we focus on the relations of participant (student) and object (3-D models and astronomy understandings) and how, in our course, object transformations leading to scientific understandings are mediated by tools (both technological and human), the overall classroom microculture (emergent norms), division of labor (group dynamics and student-instructor roles), and rules (informal, formal, and technical). Through analysis of the data, we interpreted and then focused on two systemic tensions as illuminative of classroom activity. With respect to the first systemic tension, we examined the interplay between learning astronomy and building 3-D models. Results suggested that instead of detracting from the emergence of an activity system that supported learning astronomy, model-building actions frequently coevolved with (were the same as) astronomy-learning actions. With respect to the second tension, we examined the interplay between prespecified, teacher-directed instruction versus emergent, student-directed learning. Our results indicated that it was rarely teacher-imposed nor student-initiated constraints that directed learning; rather, rules, norms, and divisions of labor arose from the requirements of building and sharing 3-D models.
AB - In this report of our research on a computer-based three-dimensional (3-D) modeling course for learning astronomy, we use the central tenets of activity theory to analyze participation by undergraduate students and instructors, illuminating the instances of activity that characterized course dynamics. Specifically, we focus on the relations of participant (student) and object (3-D models and astronomy understandings) and how, in our course, object transformations leading to scientific understandings are mediated by tools (both technological and human), the overall classroom microculture (emergent norms), division of labor (group dynamics and student-instructor roles), and rules (informal, formal, and technical). Through analysis of the data, we interpreted and then focused on two systemic tensions as illuminative of classroom activity. With respect to the first systemic tension, we examined the interplay between learning astronomy and building 3-D models. Results suggested that instead of detracting from the emergence of an activity system that supported learning astronomy, model-building actions frequently coevolved with (were the same as) astronomy-learning actions. With respect to the second tension, we examined the interplay between prespecified, teacher-directed instruction versus emergent, student-directed learning. Our results indicated that it was rarely teacher-imposed nor student-initiated constraints that directed learning; rather, rules, norms, and divisions of labor arose from the requirements of building and sharing 3-D models.
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U2 - 10.1207/S15327884MCA0902_02
DO - 10.1207/S15327884MCA0902_02
M3 - Article
AN - SCOPUS:0042566516
SN - 1074-9039
VL - 9
SP - 76
EP - 107
JO - Mind, Culture, and Activity
JF - Mind, Culture, and Activity
IS - 2
ER -