TY - GEN
T1 - Frames and games in the science museum
T2 - 7th International Conference of the Learning Sciences, ICLS 2006
AU - Atkins, Leslie
PY - 2006
Y1 - 2006
N2 - Collins and Ferguson (1993) introduced the idea of epistemic games and forms to interpret repeatable patterns of expert behavior in the sciences. This framework has been extended by educational researchers to understand student activity in science classrooms (Tuminaro and Redish, 2005), in computer games (Shaffer, 2005) and informal science education (Shaffer, 2004). This work suggests productive ways that epistemic forms may be exploited in exhibit design in science museums to encourage stronger scientific conversations. However, much of the conversation at a science museum exhibit is not related to an epistemic frame-despite the intentions of exhibit designers. What other frames do parents and children use at science exhibits? Under what conditions do they enter an epistemic frame, and what are the epistemic forms suggested by exhibits? Using video, transcripts and observations of visitors at a science museum, I interpret family conversations in terms of different epistemic frames and contrast epistemic frames from other forms of interaction.
AB - Collins and Ferguson (1993) introduced the idea of epistemic games and forms to interpret repeatable patterns of expert behavior in the sciences. This framework has been extended by educational researchers to understand student activity in science classrooms (Tuminaro and Redish, 2005), in computer games (Shaffer, 2005) and informal science education (Shaffer, 2004). This work suggests productive ways that epistemic forms may be exploited in exhibit design in science museums to encourage stronger scientific conversations. However, much of the conversation at a science museum exhibit is not related to an epistemic frame-despite the intentions of exhibit designers. What other frames do parents and children use at science exhibits? Under what conditions do they enter an epistemic frame, and what are the epistemic forms suggested by exhibits? Using video, transcripts and observations of visitors at a science museum, I interpret family conversations in terms of different epistemic frames and contrast epistemic frames from other forms of interaction.
UR - http://www.scopus.com/inward/record.url?scp=84884363488&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84884363488
SN - 0805861742
SN - 9780805861747
T3 - ICLS 2006 - International Conference of the Learning Sciences, Proceedings
SP - 9
EP - 15
BT - ICLS 2006 - International Conference of the Learning Sciences, Proceedings
Y2 - 27 June 2006 through 1 July 2006
ER -