Katie Van Horne
University of Colorado Boulder
Network
Latest external collaboration on country level. Dive into details by clicking on the dots.
Publication
Featured researches published by Katie Van Horne.
The Journal of the Learning Sciences | 2017
Katie Van Horne; Philip Bell
Recent science educational policy reform efforts call for a shift toward practice-focused instruction in kindergarten–Grade 12 science education. We argue that this focus on engaging students in epistemic practices of science opens up new possibilities for the design of learning environments that support the stabilization of learners’ science-linked identities. Learning environments often assume that youth come to them without relevant identity resources to contribute or that the learning environment has no bearing on the disciplinary identification of individuals. We conducted this research while developing a year-long course to teach high school biology by engaging youth in interest-driven projects focused on contemporary topics. We explored how engaging youth in the epistemic practices of science in culturally expansive ways supported their science-linked identification. We propose a model grounded in social practice theory that describes aspects of students’ stabilization of disciplinary identities. We found that (a) deepening participation in scientific practices is linked to whether or not youth have opportunities to coordinate their engagement with their existing identities; and (b) material, relational, and ideational identity resources and qualities of the learning environment mediate how youth stabilize disciplinary identities in interactional moments.
The Journal of the Learning Sciences | 2017
Philip Bell; Katie Van Horne; Britte Haugan Cheng
This special issue is focused on investigating the role of learners’ selfidentification with disciplinary endeavors (e.g., science-related investigations, interpretations of historical events) in relation to the design of and their participation in learning environments. Over the past decade there has been a growing body of research focused on how learners’ ideas about themselves as social actors in activities mediate participation within and across learning environments and how the development of learners’ disciplinary identities can be a productive goal of educational interventions. In this work, the disciplinary identities of learners help explain how and why individuals engage within and across the learning environments they frequent. They also provide a window onto how learners and their compatriots locate and leverage resources
CBE- Life Sciences Education | 2017
Maureen Munn; Randy Knuth; Katie Van Horne; Andrew Shouse; Sheldon Levias
This study examines how two kinds of authentic research experiences related to smoking behavior—genotyping human DNA (wet lab) and using a database to test hypotheses about factors that affect smoking behavior (dry lab)—influence students’ perceptions and understanding of scientific research and related science concepts.
The Science Teacher | 2012
Philip Bell; Leah A. Bricker; Carrie Tzou; Tiffany R. Lee; Katie Van Horne
Front Learning Research | 2017
William R. Penuel; Katie Van Horne; Daniela K. DiGiacomo; Ben Kirshner
Science and Children | 2012
Philip Bell; Leah A. Bricker; Carrie Tzou; Tiffany R. Lee; Katie Van Horne
Learning, Culture and Social Interaction | 2018
Daniela Kruel DiGiacomo; Katie Van Horne; Erica Van Steenis; William R. Penuel
Evidence & Policy: A Journal of Research, Debate and Practice | 2018
Rebecca G Kaplan; Robbin Riedy; Katie Van Horne; William R. Penuel
Digital Education Review | 2018
Carrie D. Allen; Daniela Kruel DiGiacomo; Katie Van Horne; William R. Penuel
international conference of learning sciences | 2016
Philip Bell; Samuel Severance; William R. Penuel; Tamara Sumner; Wagma Mommandi; David Quigley; Katie Van Horne; Raymond Johnson; Shelley Stromholt; Heena Lakhani; Katie Davis; Adam Bell; Megan Bang