Learning as a process of becoming within communities of practice: A multiple case study of moose hunters in northern Ontario
Notice bibliographique
Résumé
In the last decade or so, the work of Lave and Wenger (1991) on situated learning has become increasingly popular: "Rather than asking what kinds of cognitive processes and conceptual structures are involved, they ask what kinds of social engagements provide the proper context for learning to take place" (p.14). Wenger (1998) extended his previous work with Lave by elaborating a conceptual framework called Communities of Practice. This framework presents a social theory of learning based on the following assumption: engagement in social practice is the fundamental process by which we learn and so become who we are. Up to now this conceptual framework has been mainly used in workplace and education settings. This research aims to derive from these settings by describing the process through which individuals learn and become moose hunters. The main question that guides our research is: How do individuals become moose hunters? To answer this main question a qualitative research approach using a multiple case study design was chosen. Data were collected through open-ended and semi-structured interviews. The data were analyzed on an ongoing basis, throughout the process of data collection which took place over three distinct phases. Phase 1 consists of five cases each including an initial participant and a peer. This phase looks at the existence of communities of practice within the context of moose hunting, as well as documents the process of transformation of identity for the five initial participants. For phase 2, five more participants were added, increasing the number of cases to ten. During this phase, the focus was placed on childhood learning as a prerequisite for gaining access to a moose hunting group later on. For phase 3, 20 more participants were interviewed to complement and validate the findings of the previous phases. The present research confirms the presence and formation of communities of practice in the context of recreational moose hunting. The research also demonstrates the process of transformation of identities as the participants learn from engagement within the context of practice. Moreover, the findings reveal an important period of learning during childhood, prior to engagement in practice. Consequently, the research shows that interest for the activity is developed at a young age and a considerable amount of learning occurs during childhood as children engage in various outdoor activities with parents. The findings of the research contribute to both the theoretical and the practical levels by highlighting the versatility of Wenger's conceptual framework to study learning across various social contexts and by revealing that the current training strategies for hunters are not efficient and need to be revised.
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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 | 0,003 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,003 |
| Études des sciences et des technologies | 0,029 | 0,010 |
| Communication savante | 0,004 | 0,003 |
| Science ouverte | 0,003 | 0,005 |
| Intégrité de la recherche | 0,003 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
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 ».