In this report of our research, we use the central tenets of Activity Theory to understand and illuminate how our course supports the emergence of activity systems that transform objects through which students, as subjects in these systems, develop deep and meaningful understandings. Specifically, we focus on the relations of subject (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 contradictions as illuminative of classroom activities.
MIND, CULTURE, AND ACTIVITY, 9(2), 76–107
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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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