The Role of an Expert Facilitator in Mediating Acts of Authentication in Informal Science Learning

• In Event: Learning to Engage: Scientists, Engineers, Educators, and Youth in Learning Collaborations

Abstract

Purpose / Objective
Informal learning environments are generating interest in engaging students through authentic learning experiences (connected/contextualized science) (Author, 2012; Falk & Dierking, 2010). Informal learning experiences can take place in out-of-classroom experiences (e.g, gardening clubs, science fairs and robotics competitions) as well as informal environments such as museums, zoos, botanical gardens (2014). However, we note that not all informal learning experiences are created equal. Role and the relevant expertise level of those involved can contribute to the success of the informal learning experience. A cognitive apprenticeship model where an expert facilitator mediates the activities of informal learning participants works well to create legitimacy in the informal activity. Given the 2016 AERA theme of engaging with the public, we share findings from one such informal science learning experience, where the engineering mentor mediated the activities of a robotics club during a regional competition.

Theoretical Framework
We leverage Acts of Authentication (AA) framework (Author, 2015), practices that enable individuals to legitimize their participation in an activity, to ground this work. AA in science learning encompasses three key and interrelated ideas; 1) having opportunities to engage in student talk; 2) actively participate in productive disciplinary engagement; and 3) actively creating/participating in communities of practice (CoP) that are meaningful and relevant to students (Author, 2015). We focus on the role of the engineering mentor as it relates to all three aspects of AA. Specifically, we are interested in finding out how the interactions between the high school students and the expert facilitator mediated a CoP (Lave and Wenger, 1991) that created opportunities for students to engage with other aspects of AA.

Research Question
What role did the engineering mentor play in creating Acts of Authentication during the robotics experiences for the high school students?

Methods & Data Sources
We collected data during the robotics competition activities during the regional competition. Fifteen students (with the support of two engineering mentors) participated in the robotics competition. The students participated in the build team, design team, and/or promotions and logistics team as they prepared for the robotics competition. We collected video and audio recordings of various competition activities, maintained researcher reflective journals, and interviewed the student participants and the engineering mentor. We used critical discourse analysis to analyze the data.

Results
The different ways in which student participants chose to work with the engineering mentors mediated a community of practice (CoP) in the robotics team. We will share how students perceived the role of engineering mentor in their robotics work and how that compared to their classroom experiences. In particular, students explicitly reflected on engineering design practices and benefit of having access to an expert facilitator to transform ideas into reality (in this case creating a functioning robot).

Significance
There is scarce literature on robotics competition and what opportunities it plays in engaging students in STEM fields. We found that the role of the lead mentor (a professional engineer) played a crucial role in creating a community of practice and, in turn, enacting Acts of Authentication.

Authors

• Geeta K. Verma, University of Colorado - Denver

• Anton Puvirajah, Georgia State University

• Janette Habashi, University of Oklahoma