Here is the amazing concept map constructed today during the final class of ENE 50500-004: Conceptual Change in Engineering. We divided our thoughts into three main areas: pedagogical implications (the lime green bubble), is conceptual best seen as individual knowledge acquisition or is to more of a collaborative process of participatory learning? (pink bubble), and is conceptual change a coherent theory in students’ minds? or is it better described as knowledge in pieces (purple bubble). The nine graduate students in this class are responsible for the links that were made here. You can see their individual maps in earlier posts. So fortunate to work with this great group of people this semester!
Author Archives: Ruth A. Streveler
Legitimate peripheral practice revisited
Being a geek, I brought Lave and Wenger’s 1991 classic, Situated learning: Legitimate peripheral practice as Spring Break “pleasure reading.”
The book is packed with profound, carefully worded thoughts. But one phrase in particular really hit me over the head…
“If participation in social practice is the fundamental form of learning…..” (p. 54). WOW, what a claim! Participation in social practice THE (my emphasis) fundamental form of learning. The implications of that claim are astounding. If we are studying the learning of engineering students, then we cannot ignore that we are studying them learning to be engineering students.
My first post
Here with my “mentor” Mel Chua learning how to blog. I plan on writing on this blog about conceptual change research – especially in engineering and also explore some of my other passions… like affective neuropsychology and cool science things (particularly about animals!!!). Very excited to begin this journey.
Socially-Embedded learning 