A Case Study of MicroSociety Students: Engaging Learners in a “Real-World” Learning Community
Notice bibliographique
Résumé
This case study examined the perspectives of six students who participated in the MicroSociety program as elementary-aged children. MicroSociety is an experiential program designed to provide authentic learning experiences that help prepare students for life beyond school. The purpose of this study was to investigate how these young people experienced learning within this program and how these experiences contributed to their feelings of engagement and disengagement as students in a MicroSociety school. The theories and research of John Dewey (1938) and Jerome Bruner (1960) provided the theoretical and conceptual framework for this study. Through his theory of experiential education, Dewey advocated that learners should learn by “doing” through exploration, problem solving, collaboration and making decisions as members of their communities. Bruner also saw the value in student-centered approaches to learning that allowed students to construct their own meanings. He saw the value in students working collaboratively and believed they had a role to contribute as part of a culture of learning. Both researchers saw the importance of providing authentic and relevant learning experiences that could motivate and engage learners. The MicroSociety (n.d.) program aligned well with this framework, as evidenced by their mission to create learning experiences that motivate children to learn and be successful by engaging them in their communities and in real life. Following data analysis, an additional framework centered on communities of practice from the research of Jean Lave and Etienne Wenger (1991) was added to complement my study findings. The review of the literature in this study focused on student engagement, student disengagement, and the MicroSociety School experience. Recent Canadian evidence has indicated that many students are disengaged as learners, and that this continues in a downward trend throughout the middle years and onto high school. Disengagement may lead to a lack of enjoyment of school/learning or students who are simply bored with the experiences presented to them. Research on MicroSociety has rarely accounted for the student perspective, with little evidence available to suggest how or whether it contributes to student engagement. My primary interest in this case study was to understand how students experienced learning in a MicroSociety school. I collected data through interpretive inquiry interviews involving participants who had taken part in the program as elementary-aged children. This study suggests the MicroSociety program, as experienced by my participants, was engaging and empowering for them. This appeared to be due to the provision of real-world learning opportunities that replicated the adult world and provided participants with roles and responsibilities that allowed them to develop competence and confidence. Most importantly, participants became contributing members of a community of practice that, as they have indicated, continues to have a meaningful impact on their lives.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,019 | 0,008 |
| Communication savante | 0,005 | 0,006 |
| Science ouverte | 0,004 | 0,008 |
| Intégrité de la recherche | 0,006 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».