Michael Barnett

Virtual solar system project: Building understanding through model building

In this manuscript we describe our introductory astronomy course for undergraduate students in which students use three-dimensional (3-D) modeling tools to model the solar system and, in the process, develop rich understandings of astronomical phenomena. Consistent with our participatory pedagogical framework, it was our intention to establish a context that supported students in carrying out scientific inquiry using virtual models they developed. The progression of our thinking and the course curriculum has been grounded in a series of design experiments, in which we develop entire courses, do research, and cycle what we are learning into the next iteration of the course. In this manuscript, we use field notes, portions of case studies, interview data, artifact analysis, and excerpts from previous manuscripts to situate the reader in the actual happenings of the course. Focusing primarily on the dynamics of the earth - moon - sun system, we illustrate the modeling process and how learning evolved in this context. In general, we found that 3-D modeling can be used effectively in regular undergraduate university courses as a tool through which students can develop rich understandings of various astronomical phenomena. Additionally, we found the design experiment approach to be a useful strategy for supporting course design that was both theoretically and empirically grounded.fl 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 719 - 756, 2000

Developing an Empirical Account of a Community of Practice: Characterizing the Essential Tensions

This article examines the potential of a learning-as-a-part-of-a-community approach, focusing on the participatory process of learning in a community-based, teacher education program; a Community of Teachers (CoT). CoT is a preparation program for preservice teachers working toward secondary teacher certification in which they join an on-going community and remain a part of that community from 2 to 4 years. The entire process of learning as a member of CoT occurs fluidly through the reflexive relations among secondary school participation and university seminar participation, as well as through the active and reflective practices requisite for building ones portfolio of Program Expectations. In this study, 4 participant-observers used field notes, document analysis, and interview data to build grounded interpretations of community life. In this reporting of the data, we have framed these experience-near understandings in terms of core tensions (or illuminative dualities) and presented them in a manner that is likely to have experience-distant significance. By characterizing CoT life in terms of tensions or dualities, we hope to provide other educators-designers with an illuminative case study from which they can build petite generalizations-that is, use this discussion to more readily identify patterns occurring in their own interventions and navigate the challenges they face more intelligently.

Virtual Solar System Project: Learning through a Technology-Rich, Inquiry-Based, Participatory Learning Environment

In this manuscript we describe an introductory astronomy course for undergraduate students in which we moved from the large-lecture format to one in which students were immersed in a technologically-rich, inquiry-based, participatory learning environment. Specifically, undergraduate students used 3-D modeling tools to construct virtual reality models of the solar system, and in the process, build rich understandings of various astronomical phenomena. For this study, primarily naturalistic inquiry was used to gain a holistic view of this semester-long course. These data are presented as two case studies focusing on: (1) the role of the teacher in this participatory learning environment; (2) the particular dynamics that formed in each group; (3) the modeling process; (4) the resources used, specifically student-developed inscriptions; and (5) the role of technology and whether learning the technology interfered with learning astronomy. Results indicated that VR can be used effectively in regular undergraduate university courses as a tool through which students can develop rich understandings of various astronomical phenomena.