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Modes of engagement in science inquiry: A microanalysis of elementary students' orientations toward phenomena at a summer science camp
Author(s) -
Rath Alex,
Brown David E.
Publication year - 1996
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(199612)33:10<1083::aid-tea3>3.0.co;2-o
Subject(s) - mode (computer interface) , science education , psychology , object (grammar) , imitation , mathematics education , phenomenon , conceptual change , pedagogy , epistemology , social psychology , computer science , philosophy , artificial intelligence , operating system
Most science educators advocate the importance of hands‐on activities for learning in science. However, little research has been directed at understanding the students' orientations toward phenomena and the ways in which these orientations influence the learning experience. Through microanalyses of videotape data of a summer science camp for elementary school children, we characterize students' orientations when exploring natural phenomena as modes of engagement. The six frequently observed orientations toward phenomena include exploration mode (to find out about the object and study its basic properties), engineering mode (a focus on making something happen), pet care mode (a personal connection focused on nurturing), procedural mode (an imitation and step‐following orientation), performance mode (soliciting attention using the phenomenon as a prop), and fantasy mode (an imaginative play activity which builds on some aspect of the phenomena). These modes of engagement helped provide personal contexts in which the students' interactions with phenomena took shape, and these modes were arguably as important an influence on personal contexts as other conceptual or contextual influences. © 1996 John Wiley & Sons, Inc.