Situated Learning And Communities Of Practice In Science and Environmental Education For Hispanic Youth: The pilot study and lessons learned Olivia Aguilar Doctoral Candidate, Cornell University Dr. Marianne Krasny, Cornell University

Purpose Expand upon existing theories of learning by applying them to EE research Understand under representation and lower achievement in the sciences among U.S. minority students through a learning theory lens.

Objectives To meet these goals, the objectives of the study are: 1) to examine and compare communities of practice present in after-school EE programs and science classrooms in three predominately Hispanic schools in South Texas 2) to assess Hispanic student learning as identity formation in these communities of practice

Situated learning and communities of practice Social context of learning Learning as a participant in communities of practice Moves focus from individual cognition to individual in a complex social setting

Communities of Practice (COP) Joint Enterprise: negotiated response to the conditions and goals of the COP

Communities of Practice (COP) Joint Enterprise: negotiated response to the conditions and goals of the COP Mutual Engagement: interaction of people within a COP and the roles and relationships that arise and give meaning to the COP

Communities of Practice (COP) Joint Enterprise: negotiated response to the conditions and goals of the COP Mutual Engagement: interaction of people within a COP and the roles and relationships that arise Shared Repertoire: the signs, symbols, and tools that are used as resources in the COP

Communities of Practice Joint Enterprise: negotiated response to the conditions and goals of the COP - What is the purpose/goal/activity/practice of the community? - Who determines this? - How is it expressed?

Communities of Practice Mutual Engagement: interaction of people within a COP and the roles and relationships that arise - How do people participate in the community activities/discussion? - What types of relationships exist? - In what types of roles are teachers and students engaged? - What does membership look like?

Communities of Practice Shared Repertoire: the signs, symbols, and tools that are used as resources in the COP - What artifacts/symbols, words, and languages are used to give meaning to this community?

Methodology “In general, case studies are the preferred strategy when ‘how’ or ‘why’ questions are being posed, when the investigator has little control over events, and when the focus is on a contemporary phenomenon within some real-life context (Yin, 2003, p. 1).” Context Davis Middle School Armstrong Middle School Garcia Middle School Science Classroom Case 1Case 3Case 5 Environmental Club Case 2Case 4Case 6

Methods Classroom observations Environmental club observations (participant- observer) Focus group interviews Secondary data collection Researcher reflection

The Environmental Club After-school club meets once a week Director and 2 faculty at each club Focus on coastal issues for schools along the TX coast Emphasizes bilingualism Field trips around local issues and participation in local events No set curriculum so flexible for teacher interests

Case selection and description Purposeful sampling (location, population, feasibility) Davis Middle School Armstrong Middle School Garcia Middle School

Data collection April, June 2006 Davis Middle School science classroom 2 observations, 2 focus group interviews Davis Middle School Environmental Club 1 observation, 1 focus group interview Armstrong Middle School science classroom 2 observations, 2 focus group interviews Armstrong Middle School Environmental Club 2 observations, 2 focus group interviews

Data Analysis Validity -multiple sources -data triangulation -thick description Reliability -observation database -interview database -triangulation

Davis Middle School Science Classroom COP Joint Enterprise get good grades follow instructions see your friends pay attention

Davis Middle School Science Classroom COP Mutual Engagement Small peer groups exist within class Many types of students in class Some participate some don’t Teacher is disciplinarian

Davis Middle School Science Classroom COP Shared Repertoire Green booklets whoa silence bell

Davis Middle School Environmental Club COP Joint Enterprise learn about ecosystem work towards own goal see your friends, get to know people something for students to do take field trips learn about other places, different things

Davis Middle School Environmental Club COP Mutual Engagement program director, faculty sponsors and me Luis is the student leader and translator three groups of students in community but all seem to have equal footing small group of non-ESL students get along with ESL students and can understand them, but are not necessarily friends

Davis Middle School Environmental Club COP Shared Repertoire TX coast map snack sign-in sheet Spanish language English language

Armstrong Middle School Science Classroom COP Joint Enterprise pass achieve help each other learn as much as we can open minds to what’s around- don’t be afraid to ask questions not to get confused respect and form relationship with teacher

Armstrong Middle School Science Classroom COP Mutual Engagement those that participate are full members, those that don’t are viewed as peripheral or non-members very few don’t participate loud, more boisterous students seem to be leaders in class students respect teacher

Armstrong Middle School Science Classroom COP Shared Repertoire

Armstrong Middle School Environmental Club COP Joint Enterprise bring environmental awareness help the environment improve homes have fun

Armstrong Middle School Environmental Club COP Mutual Engagement students have different roles students that participate are seen as full members with equal footing Teachers, director and “leaders” are in center of community

Armstrong Middle School Environmental Club COP Shared Repertoire TX coast map snack sign-in sheet

Garcia Middle School No data

Other developments Expanding program New science faculty at 2 sites Late start

Summary of Findings The two science classrooms studied have two distinct types of communities of practice (COP) Students seem more enthusiastic about learning and participating in the COP that focuses on inquiry and exploration as its practice Students’ views of practice of COP may vary in the COP

Summary of Findings The two Environmental Clubs studied have two distinct types of communities of practice Civic responsibility is main purpose at Armstrong and social interaction and individual learning are main purposes for membership at Davis In classroom, roles seemed to translate to student type/identity vs. in club, roles related to contributions

Analysis of Methods What worked -focus group interviews -student drawings -researcher reflection

Analysis of Methods What didn’t - consent and assent forms - recording is tricky

Concluding thoughts Missing pieces Necessary roughness