Tamara L. Clegg
School of Interactive Computing
Georgia Institute of Technology
KITCHEN SCIENCE INVESTIGATORS:
PROMOTING IDENTITY DEVELOPMENT
AS SCIENTIFIC REASONERS AND
THINKERS
1
Candyce
Not a
“sciency”
person
Science Class:
boring and
irrelevant
6th Grade
KSI Participant
2
Candyce
Not a
“sciency”
person
Science Class:
boring and
irrelevant
Science for
cooking
Beginning to see
the relevance of
science
Tammy: Okay, and then what do you, what do you want to be when you grow up?
Candyce: [pause] I want to be a, well I've been thinking about being a chef now that I'm in KSI. So I
think that would be a really interesting job.
Tammy: Okay, what makes you think that'll be an interesting job?
Candyce: 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 the, these type of liquids do. Yeah, so I can change it up to get it the way I
want it uh, specifically.
3
Candyce
Not a
“sciency”
person
Science Class:
boring and
irrelevant
Science for
cooking
Saw the
relevance of
science
Scientist
Considering
astronomy
for career
6th Grade
KSI Participant
4
Candyce’s Scientific
Identity Shifts
How did Candyce
move from not
being “sciency” to
wanting to become
an astronomer?
How does the
development of
scientific identity
and disposition
happen?
How can we
promote it?
5
Agenda
1
• Motivation
2
• Theoretical Framework
3
• Kitchen Science Investigators – Research Context
4
• Methods
5
• Findings
6
• Design Implications
7
• Contributions
6
Barriers to Science Identity
Development
• Many learners don’t recognize utility of science
– Useful only in school
• In school they face
– Difficulties connecting science to
• The real world - their everyday lives
• Their own interests and goals
(Chinn & Malhotra 2001)
– Tensions between science and home community
• Minorities: language use (Brown 2004)
• Low SES groups: Silent and obedient in school
(Brickhouse & Potter 2001)
Motivation
Theoretical
Framework
research
context
Methods
Findings
Design
Implications
Contributions
7
Promoting Identity in
Science
Professionally
• Help learners see
themselves as people who
can and do use the practices
and knowledge of science
• My Approach: Design
Transformative Learning
Environments
– Help learners develop
scientific identity by engaging
in scientific practice
Personally
Motivation
Theoretical
Framework
research
context
Methods
Findings
Design
Implications
Contributions
8
Transformative Learning
Environments
• Definition: Environments designed to help
learners come to see themselves in new ways
by enabling them to identify and explore
potential roles for themselves
• Not to be confused with transformative
learning theory (Mezirow 1975, Cranton 2002)
Motivation
Theoretical
Framework
research
context
Methods
Findings
Design
Implications
Contributions
My Research Questions
• Design-based research aiming to understand
– (Theory) How the development of scientific reasoning
identity and disposition happen
– (Practice) How to help kids develop identity and
disposition as scientific reasoners and thinkers
• Identity and Disposition?
– Identity: how you see yourself
– Disposition: the things you take initiative to do
– Clearly, they are related
Motivation
Theoretical
Framework
research
context
Methods
Findings
Design
Implications
Contributions
10
Disposition
Scientific inquiry
THEORETICAL FRAMEWORK
Motivation
Theoretical
Framework
research
context
Methods
Findings
Design
Implications
Contributions
11
Identity as Discourse Identity
• Discourse: Any combinations of social and historical ways of being
that can cause one to be recognized as a certain type of person
(Gee 2001)
Tamara L.
Clegg
Physically
active
health
person
Motivation
Family
member
Theoretical
Framework
Church
member
…
research
context
Methods
Researcher
Findings
Discourse:
Ways of
-Speaking & writing
-Acting & Interacting
-Using face or body
-Feeling, believing,
& valuing
-Using objects, tools,
or technologies
Design
Implications
Contributions
12
Authentic scientific practice
– In the context of real world
problems
– Full range of variables can be
tested and outcomes may be
unknown
– Procedures for answering
questions chosen at least
partially by participants
Scientific Practice
Definition: The reasoning relevant to
the pursuit of explaining, predicting,
and controlling of empirical
phenomena
Creating and using evidence
Designing experiments
According to scientific standards
Chinn & Malhotra, 2001; Osborne et.
Al, 2001; Gleason & Schauble 1999
•
Motivation
Theoretical
Framework
research
context
Chinn & Malhotra 2001; Gleason & Schauble
1999
Methods
Findings
Design
Implications
Contributions
13
My Hypothesis: Developing Disposition
Candyce
Student
Family
member
Goal for learners:
-Recognize when
something is scientific
-In a situation where
scientific reasoning is
relevant, they engage
Friend
Scientist
Chef
Scientific
Reasoning
Disposition
14
Thesis Statement
• Engaging learners in scientific practice in the
context of different Discourses they
participate in will lead to their development of
scientific dispositions, which will in turn
promote learners’ scientific identity
development.
Motivation
Theoretical
Framework
research
context
Methods
Findings
Design
Implications
Contributions
15
One Transformative Learning Environment
KITCHEN SCIENCE
INVESTIGATORS
Motivation
Theoretical
Framework
Research Context
Methods
Findings
Design
Implications
Contributions
16
Starting With Learners’ Interests and
Goals - Kitchen Science Investigators
• Design the Context for learning: After-school or
summer camp learning environment where kids
learn science and scientific reasoning skills through
cooking
– Intention: Kids will see relevance of science through
experiencing the value of scientific reasoning for
them
• Help them see food as an object of investigation
through play
• Transition them to engagement in authentic
scientific practice
• Analyze development of disposition and what’s
causing or prohibiting it
Motivation
Theoretical
Framework
Research Context
Methods
Findings
Design
Implications
Contributions
17
Kitchen Science Investigators
• Three aspects that help promote
identity development and science
learning
Cooking - Science
Experiments
– Activities
– Technology
– Facilitation
• E.g., baking soda,
baking powder
• Activities
Choice Day
– Cooking Experiment – Science
Experiment
– Progress to more complex dishes
Motivation
Theoretical
Framework
Research Context
• E.g., pizza with baking
soda & baking powder
Methods
Findings
Design
Implications
Contributions
18
• Role of Technology
Children tend to:
Forget the purpose
of experimentation
End investigations
prematurely
Fail to recognize
importance of
scientific situations
(Gleason & Schauble
1999, Quintana et al.
2004)
Motivation
Theoretical
Framework
Research Context
– Prompt learners to focus on the
scientific reasoning while
cooking
Gardner, Clegg, Williams, & Kolodner
International Conference of the Learning Sciences,
2006
– Structured & Free-form
technology support
Clegg & Kolodner 2007
Research and Practice in Technology Enhanced
Learning 2(3), 239-266
Methods
Findings
Design
Implications
Contributions
19
Comparing Variation Results
Group Name & Variation
Observation
Questions
Motivation
Theoretical
Framework
Research Context
Methods
Findings
Design
Implications
Contributions
20
Free-form Technology Support
Creating stories and explanatoids from experiments and investigations
21
Role of Facilitators
• During whole-group discussions
– Guiding Conversations
– Explaining Science
• During small-group work
– Modeling Scientific Reasoning Processes
• Between sessions
– Design activities based on learners interests and
understanding
Motivation
Theoretical
Framework
Research Context
Methods
Findings
Design
Implications
Contributions
Research in this context
METHODS
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
23
Analyzing Development of Disposition
and what’s causing (or inhibiting) it
In the context of KSI:
• Q1: What is the range of Discourses
learners are engaging in?
• Q2: How is the scientific reasoning
Discourse influenced by participation in
those Discourses?
• Q3: How does participation in KSI influence
learners’ disposition to reason
scientifically?
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
24
Study Details
• Duration
• Location
– YWCA – Teen Girls In
Technology (TGI-Tech)
– Local Public Middle School
– After school
– 1.5 Hours Weekly
– 9 Months (Fall 2007 - Spring
2008)
• Participants
• Multiple Case Study
– 15-20 Minority Girls
– 6-8th Grade
– 4 Focal Girls
– Representing variety along:
• Interests
• Participation Styles
• (Clegg & Kolodner, 2007)
• Facilitators
– Me, Janet, Christina
– KSI research lab
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
25
Data Collection and
Sources
Data sources
Video data
Software logs
Facilitator field notes
Interviews
Learners
Parents
Science Teachers
Days of KSI
Learner
Initial
1-9
10
11
12
Learner
Middle
13
14
15
16
17
18
19
Theoretical
Framework
Research
Context
Methods
Findings
20
Parent
Ending
Parent Initial
Parent
Ending
Teacher Initial
Motivation
Learner
Ending
Design
Implications
Contributions
26
KSI Activities
• Fall 2007 - Leaveners
–
–
–
–
–
–
–
–
–
–
Motivation
• Spring 2008 - Thickeners
Day 1: Food Tasting
– Day 11: Biscuits & Gravy
Day 2: Food Tasting II
– Day 12: Pudding
Day 3: Pizza
– Day 13: Good Eats/Pudding
Results
Day 4: Brownies
Structured – Day 14: Strawberry No-Bake
Day 5: Egg-sploration
Pie
Day 6: Cookies
– Day 15: Strawberry Pie
Day 7: BS/BP Experiment
Analysis
Day 8: Choice I
– Day 16: Thickener Choice I
Day 9: Choice II
– Day 17: Choice I Re-make
Day 10: Choice III and Parent
– Day 18: Choice II
Less Structured
Presentations
` – Day 19: Choice III
– Day 20: Choice IV & parent
Presentations
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
27
Data Analysis
• Coding: Discourse
Participation and
Development
• Coding Order
– Interview data
– Scientist
• Chinn & Malhotra, 2001
framework
– Chef
• Actions, questions, values,
etc. pertaining to creating and
preparing dishes
– Friend
• Social conversation or play
• Laughter, personal
conversation, playful,
arguments, etc.
Motivation
Theoretical
Framework
Research
Context
Methods
• Changes, shifts, and
developments in
Discourses
• Causes
– Selected observation
days (5-6 days per
learner)
– Coded observation days
(active participation) by
Discourse
Findings
Design
Implications
Contributions
28
Discourse Development
Focal
Learner
Friend
Scientist
Within each Discourse:
Ways of
-Speaking or writing
-Acting or Interacting
-Using face or body
-Feeling, believing,
or valuing
-Using objects, tools,
or technologies
Chef
Looked within each Discourse to understand how
participation shifted over time in each
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
29
Influences of Other Discourses on the
Scientist Discourse?
Focal
Learner
Friend
Scientist
Across each Discourse:
Ways of
-Speaking or writing
-Acting or Interacting
-Using face or body
-Feeling, believing,
or valuing
-Using objects, tools,
or technologies
Chef
Looked for connections from each Discourse to the
Scientist Discourse to understand how participation
shifts in each Discourse influenced Scientist Discourse
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
30
Scientific Disposition
Participation in Scientist
Discourse
-Amount
-Complexity
-Contexts
-Overarching ideals about,
values of doing science
(Bereiter, 1995; Gresalfi, 2006;
Katz 1993)
KSI Focal Girls
Sharonda – 6th Grade
Amber – 8th Grade
Candyce – 6th Grade
Malaysia – 6th Grade
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
32
Candyce
• Hated science class
– Teacher
– Experiments
– Switched classes
• KSI
– Descriptive observations
became goals
– Used science
experiments to achieve
– Developed “craving for
knowledge”
6th Grade
Interests: Science, Cooking
Participation Style: Quiet/Vocal
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
33
Candyce
Okay, what are my strengths as an
investigator? I like finding things out
because I'm like the type of person
who will want to know something and
who loves getting information. So I'm
good at that. That's what strength [I
have]. Yeah, I have a craving for
knowledge.
Motivation
Theoretical
Framework
Research
Context
Methods
6th Grade
Interests: Science, Cooking
Participation Style: Quiet/Vocal
Findings
Design
Implications
Contributions
34
Malaysia
• Science class boring
– Stare at teacher
– Read book
• KSI
– Cooking expertise –
pasta and fruit tart
• Understood starch
absorption
• Scientific terminology
became goals for dishes
6th Grade
Interests: Social, Cooking
Participation Style: Vocal
Motivation
Theoretical
Framework
Research
Context
– Increased science
interest
Methods
Findings
Design
Implications
Contributions
35
Malaysia
M: Cause, [KSI]'s like ↑fun, but it's
educational at the same time. So, and then
it'll help you understand science more, cause
kids don't really understand that boring way
cause they fall asleep and stuff, so if you do
KSI, you can be excited and enthusiastic and
then you'll be learning about science at the
same time.
T: So, what do you mean by boring stuff?
M: Like sitting in the classroom opening your
textbook or sitting there staring at the
teacher.
Motivation
Theoretical
Framework
Research
Context
Methods
6th Grade
Interests: Social, Cooking
Participation Style: Vocal
Findings
Design
Implications
Contributions
36
Analyzing Development of Disposition
and what’s causing (or inhibiting) it
In the context of KSI:
• Q1: What is the range of Discourses
learners are engaging in?
• Q2: How is the scientific reasoning
Discourse influenced by participation in
those Discourses?
• Q3: How does participation in KSI influence
learners’ disposition to reason
scientifically?
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
37
Discourses & Disposition
Learners
Friend
Motivation
Theoretical
Framework
Research
Context
Scientist
Methods
Chef
Findings
Design
Implications
Contributions
38
Analyzing Development of Disposition
and what’s causing (or inhibiting) it
In the context of KSI:
• Q1: What is the range of Discourses
learners are engaging in?
• Q2: How is the scientific reasoning
Discourse influenced by participation in
those Discourses?
• Q3: How does participation in KSI influence
learners’ disposition to reason
scientifically?
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
39
Friend Impact on Scientist
Discourse
Friend
Scientist
• Additional
set of friends
• Following to
leading
Motivation
Theoretical
Framework
Research
Context
• Influenced to
do science
• Increased
scientific
participation
• Recognized
by others
Methods
Findings
Design
Implications
Contributions
40
Additional Set of Friends: Impact on
Scientist Discourse - Malaysia
Scientist
Friend: Additional Set of Friends
• Friends in science class
• Access to others who
participated in science
– Did not participate in science class
• Malaysia didn’t either
– Began to use scientific
practices (e.g., vocabulary,
making observations)
– In science class: helped
Malaysia to participate more
– Understood science teacher’s
expectations
– Helped science teacher
outside of class
• Additional set of friends in KSI
– Some older and not in science class
(e.g., Amber)
– Modeled scientific vocabulary and
practices
– Some were in science class
– KSI friends participated in science
class
– Malaysia began to participate as
well
• Closer relationship with teacher
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
41
Chef Impact on Scientist Discourse
Chef
Scientist
• Becoming expert
chefs
• Achieving
cooking goals
• Cooking
accomplishments
and ability
Motivation
Theoretical
Framework
Research
Context
• Used science to
achieve goals
• Scientific
expertise
Methods
Findings
Design
Implications
Contributions
42
Chef Impact on Scientist Discourse:
Candyce
Chef
Scientist
• Use of science to achieve
goals
• Becoming an expert chef
• Tasting and describing different
puddings
• Making pudding with different
thickeners
–
–
–
–
• Achieving cooking goals: More
complex dishes with thickeners
– Fruit Tarts
– Sweet and Sour Chicken
– Chocolate cake with cream center
• Scientific Expertise:
Additional investigations
• Cooking accomplishments and
ability
Motivation
Theoretical
Framework
Research
Context
Descriptive observations
Experimentation and results
Conceptual understanding
Asking questions
– E.g., Baking soda & buttermilk
experiment
Methods
Findings
Design
Implications
Contributions
43
Analyzing Development of Disposition
and what’s causing (or inhibiting) it
In the context of KSI:
• Q1: What is the range of Discourses
learners are engaging in?
• Q2: How is the scientific reasoning
Discourse influenced by participation in
those Discourses?
• Q3: How does participation in KSI influence
learners’ disposition to reason
scientifically?
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
44
Scientific Disposition
• Relevance of science for achieving goals
– Experimentation
– Scientific understanding
• Connection of science to real world
experiences and interest
• Curiosity – desire to know more
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
45
Discourses and Disposition
Focal
Learner
Friend
Scientist
Chef
Scientific
Reasoning
Disposition
46
IMPLICATIONS FOR THE DESIGN OF
TRANSFORMATIVE LEARNING
ENVIRONMENTS (TLE)
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
47
Friends & Scientists:
Implications for Design of TLEs
• Activities
• Real world context allows for
shared experiences - bonding
• Whole group & small group
conversations
Friend
Scientist
• Combination of diverse
learners
– Particularly older learners
interested in science
– Didn’t always work
• Offering choice
• Promotes working together
based on interests
Clegg & Kolodner
American Education Research Association, 2010
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
48
Chefs & Scientists:
Implications for Design of TLEs
Activities
• Hard to predict when
learners will ask questions
or become interested
• All activities designed in the
context of achieving
learners’ goals
Chef
Scientist
– Make them natural to refer
back to
• Ability to participate and
make mistakes
Clegg, Gardner, & Kolodner,
International Conference of the Learning Sciences, 2010
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
49
Chefs & Scientists:
Implications for Design of TLEs
Facilitation
Chef
• Recognize when learners’
interests are piqued/dwindling
• Capitalize on those moments
• Find opportunities for learners
to answer their own questions
Scientist
– Unplanned scientific activities
– Selecting appropriate practices
• Build off of interest of learners
Clegg, Gardner, & Kolodner,
International Conference of the Learning Sciences, 2010
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
50
Chefs & Scientists: Implications for
Design of TLEs
Technology
• Structured Experiments
– Helped learners measure and
compare experiment results
• Use for later recipe decisions
• Memorized later
• Connected with goals
• Choice Days – Stories and
Explanatoids
– Helped learners present their
unique experiences and
scientific practices
– Needed more guidance
• Facilitator prompting with
questions & typing responses
51
Promoting Identity Development as Scientific Reasoners and Thinkers
CONTRIBUTIONS
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
52
Contributions – Transformative
Learning Environments
• Implications for design
– Small and large groups
• Facilitator and peer support
– Contextualized experiments
• Helped learners connect science to their lives
• Spaces for developing scientific expertise to share with others
– Fostering social connections
• Influences learners’ scientific Discourse participation
• Need support for social interactions
• Technology not as central as we expected
– But still important
– Helped facilitators and learners
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
53
Contributions – Transformative
Learning Environments
• Rich descriptions of Scientific Discourse
participation and influence from other
Discourses
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
54
Discourses & Disposition
Focal
Learner
Friend
Scientist
Chef
Scientific
Reasoning
Disposition
55
Contributions – Transformative
Learning Environments
• Helped learners imagine and align themselves
as scientists
– (Chapter 12)
Motivation
Theoretical
Framework
Research
Context
Methods
Findings
Design
Implications
Contributions
56
Conclusion
• How does the development of scientific
identity and disposition happen?
– Engaging learners as scientists and friends in a real
world context helped them to take the practices
on, promoting their scientific identity
development
• How can we promote it?
– Providing opportunities to engage learners in
scientific practice in the context of their goals with
peers and mentors who share their interests
57
Acknowledgements
Magnia, Na’ilah
Janet, Mark, Amy
My
Committee
Ms. Ev & Ted Clegg
Grandparents
Terry & Rashida
Faith Christian Center
Family
Dorn, Lijun, Allison,
Betsy, Landry, Jamye,
Brad, Jill, Andrea F.,
Andrea G., Susan, Erika,
Valencia, Sheena, Kim,
Chandan, Craig, Val,
James, Marshini, George
God,
Jesus,
Holy Spirit
Colleagues
& Friends
Academic
Siblings
KSI
Community
Christina
KK, Jakita,
Swaroop
KSIers Past and
Present
YWCA, Schools,
KSI Researchers,
Teachers,
Parents
58
My Own Motivation
• My own experience – one of few African
American women
• Grade School: Math & science classes
• Balancing tensions – being cool vs. being smart
• Decline of minorities and women in STEM
fields through the pipeline
– (Committee on Maximizing the Potential of Women in Academic Science and
Engineering, 2007)
Motivation
Theoretical
Framework
research
context
Methods
Findings
Design
Implications
Contributions
59
Broader Perspective of Science
Identities
Engagement
Moment-tomoment shifts
Imagination
Scientific
disposition
Alignment
Imagination and
alignment
60
Imagination and Alignment
Scientists
More Scientific
Chefs
Candyce
Amber
Malaysia
Sharonda
61
Imagination & Alignment: Amber
Scientist
Scientist
imagination and
alignment
disconnected
Loved science class
and saw herself as
good at science
Engagement
Imagination
Alignment
•More motivated to engage
in science experimentation
when she could connect to
her baking
•Find out how things work
•Solve problems
•Make new developments
•Emphasized science
activites as fun and useful
for tests
•Liked science because it was
easy for her
Chef – science
for cooking
Imagination – creative
and artistic
Scientific Chef
Saw herself using
science in the future
to inform her baking
Saw how science
could help
62