The purpose of this manuscript was to synthesize literature related to apprenticeship learning, the sociology of science, and K-12 science education to develop a set of characteristics for designing/evaluating participatory science learning experiences. Following this discussion, we further clarify and illuminate the value of these characteristics for science educators by using them as evaluative criteria for characterizing the experiences of 24 middle school learners who embarked on a two-week long camp with “real” scientists engaged in “real” research.
JOURNAL OF RESEARCH IN SCIENCE TEACHING
VOL. 38, NO. 1, PP. 70 ± 102 (2001)
About Sasha A. Barab PhD
Sasha Barab is a Professor in the Mary Lou Fulton Teachers College at Arizona State University, where he co-founded and serves as the Executive Director of the Center for Games and Impact.
Dr. Barab is an internationally recognized Learning Scientist who holds the Pinnacle West Chair of Education, and who has researched, designed, and published extensively on the challenges and opportunities of using games for impact.
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