The document describes ScienceKit, a technology platform designed to support the development of scientific dispositions in learners. It discusses the four building blocks of disposition - procedural and conceptual understanding, personal connections, interest, and social interactions. ScienceKit uses social media, mobile devices, and micro-contributions to science inquiry to facilitate these building blocks. The document outlines a case study that found ScienceKit helped both social and reticent learners communicate about science in personally meaningful ways. It concludes by discussing future work to expand ScienceKit's reach and connect science learning across different environments.

1. ScienceKit for Science Everywhere
Technology for Integrating the
Building Blocks of Disposition
Tamara “Tammy” Clegg
College of Education * College of Information Studies
University of Maryland

2. Agenda
Goal
The Need
The Four Building Blocks
Technology
New Projects

3. 3
Develop STEM
Dispositions

4. Empowering learners to become
scientifically literate citizens

5. 5
Help learners explore
potential roles they
can play in science

6. Candyce
6th Grade
Not a “sciency”
person

7. Kitchen Chemistry
7
After-school or summer camp learning
environment
e.g., Clegg et al., 2006

8. Role of
Investigator
Personally
related
Candyce
6th Grade

9. Candyce Grade 6
Not Just ANY Kind of
Chef
“Well I've been thinking about
being a chef now that I'm in [the]
KSI [after-school program]. I think
that would be a really interesting
job. … Because, okay, if I'm a
chef, then most chefs just put
ingredients in there, but if I'm a
chef, my food'll turn out like
exactly the way I wanted it, and
it'll probably be even better than I
expected because I'll actually
think about the way that I wanted
it instead of just putting
ingredients in there and following
a recipe. Like I can change up the
ingredients because I'll know
what the thickeners do, and I'll
know what these types of liquids
do. Yeah, so I can change it up to
get it the way I want it

10. Seeing the World through Scientific Lenses
Finding practical
applications
Using Science to Achieve
Scientizing daily life activities
goals

11. Disposition as a lens
Diswpowsiwtion [dis-puh-zish-uhn] noun
Values of, ideas about, and ways of participating
in a particular discipline that come
frequently
consciously
Bereiter, 1995; Gresalfi & Cobb, 2006; Katz, 1993
voluntarily

12. Not the Norm
e.g., Atwater, 1996; Basu & Barton, 2007; Brickhouse & Potter, 2001; Lee & Fradd, 1998;

13. What if it were?

14. Playground
Home
Store

15. Don’t yet understand disposition enough to promote it
Not the Norm
e.g., Atwater, 1996; Basu & Barton, 2007; Brickhouse & Potter, 2001; Lee & Fradd, 1998;

16. Move beyond
Bereiter, 1995

17. Extend outside
Bereiter, 1995

18. Identify & explore
personally meaningful
Life-Relevant Learning programs & technology

19. Design-Based
Research
Understanding
Disposition
Implementation
Design Learning
Environments
Barab & Squire, 2004; Sandoval & Bell, 2004;

20. Kitchen Chemistry
20
After-school or summer camp learning
environment
e.g., Clegg et al., 2006

21. Semi-structured
experiments

22. Choice Days: designing new experiments

23. Procedural & Conceptual
Understanding
Social Interactions
Interest
Personal
Connections
Building Blocks
to disposition development
Clegg & Kolodner, 2014

24. Don’t yet know how we can unify development in
the building blocks?

25. Life-Relevant Learning
environments can be places
where the building blocks
come together to promote
disposition
e.g., Clegg & Kolodner, 2014; Clegg, 2010

26. Technology shapes our experience

27. Technology for supporting Interest & Personal
Connections
Games"
e.g., Squire & Jenkins, 2003
Creative Expression
e.g., Resnick et al., 2009
27

28. Social Networking "
e.g., boyd, 2007; 2014
28
Technology for supporting Social
Interactions
Texting"
e.g., Ito, 2005

29. Technology for supporting Scientific
Inquiry
Virtual Worlds"
e.g., Barab et al., 2005; Ketelhut,
Clark, & Nelson, 2010
Mobile Data Capture and Analysis
e.g., Kuhn et al., 2010

30. How can these aspects of technology come
together to support the building blocks of
disposition?

31. j
Participatory Design
Method: Cooperative Inquiry

32. Social Media for
Supporting Learner
Collaboration
Ahn, Gubbels, Kim & Wu, 2012

33. Individuals make Micro-contributions to the inquiry process

34. Do you wonder about this?
Is this a novel question?
Is this hypothesis evidence-based?
Voting to Negotiate norms of quality

35. Aggregate
Collaborative projects

36. Kitchen Chemistry
36
12-week After-school program – Choice
Days
e.g., Clegg et al., 2013

37. Facilitating scientific
communication
A community repository
of contributions
Multiple entry points
into science
Implications

38. Social media can support learners’ development of social
interactions around science by enabling them to come
together at opportune times But authorship and social context
in the physical environment must be carefully considered

39. Leveraging Social & Mobile Technology
Ahn et al., Sumitted; Bonsignore et al., 2014; Yip et al., 2014

40. Multi-media

41. Micro-contributions
To science inquiry
Supporting the
Building Blocks
ScienceKit

42. Social Voting
Newsfeed

43. Science Toolkit for Daily Life

44. Kitchen Chemistry
44
Weeklong summer camp
e.g., Clegg et al., 2006; Clegg et al., 2010; Yip et al., 2012

45. ScienceKit on
iPads

46. Learner Choice with Facilitator
prompting

47. Social
Reticent
Multiple Case Study
Two focal learners in a weeklong summer camp
Yin, 2003

48. DeMarco
The Social Guy

49. ScienceKit for Social
Reporting

50. Breakfast
Day 1

51. “Do Milk Have
Sugar?”
DeMarco, Day 1

52. ScienceKit for Scientific
Reporting

53. Scientific Scaffolding
Questions
u u
Observations
"do all oil float on top
of water?”
- DeMarco

54. “Made his day”
- Facilitator
Personal Science

55. Harder to
focus
Personal
Science

56. Community Showcase
Confidence
Favorited posts

57. Allen
The Quiet
Learner

58. ScienceKit for Self
Expression

60. Self Expression
In ScienceKit
Scientific
Scientific
Procedures,
Measurements,
Hypotheses
Personal
Personal
Playful Moments

61. Virtual Participation
Not Observed

62. Communicating
the Idea
Choice Day Planning
Communication via ScienceKit

63. Shoots green fire
Construction process
S’mores as Engineering
S’mores jail
Imagining
Activating
Assembling

64. Social
Reticent
Make science
Socially
relevant
Scientizing
ScienceKit helped both learners
Ahn et al., Submitted; Bonsignore et al., 2014; Clegg et al., 2014;

65. Social
Reticent
Communicate
with others
Scientizing
ScienceKit helped both learners
Ahn et al., Submitted; Bonsignore et al., 2014; Clegg et al., 2014;

66. ScienceKit
was a
Boundary
Object
Star & Griesemer, 1989
Peers
Interests
Hobbies
Family
Science

67. "do all oil float on top of water?”
- DeMarco
Can help learners connect science to
THEMSELVES

68. Facilitators
Peers
Outside Community
Can help learners connect science to
COMMUNITIES

69. Future Work:
Pushing the boundaries

70. June Ahn
Jason Yip
ScienceKit for Science Everywhere

71. Connecting to
Entire
Neighborhoods
to Science
Home * School * After-school

72. New Life-relevant learning
environments and
technologies

73. Jon Froehlich
Leyla Norooz
BodyVis
Wearables for body
learning and science
inquiry

74. } What if our clothes revealed how our
body’s functioned?
How could this change the way children
learn about and understand their
bodies?
Could a t-shirt be a platform for
experimentation and inquiry?

76. Procedural & Conceptual
Understanding
Personal
Connections
Building Blocks
to disposition development
Clegg & Kolodner, 2014
Interest
Social Interactions

77. Candyce
6th Grade
Candyce’s
experiences will be
the NORM

78. Acknowledgements

79. Questions?