The DOI matches its Crossref record; 80 of the 80 references it cites were found in a registry or an index.
Curriculum-Based Ecosystems: Supporting Knowing From an Ecological Perspective
Abstract
The goal of this article is to advance an ecological theory of knowing, one that prioritizes engaged participation over knowledge acquisition. To this end, the authors begin by describing the environment in terms of affordance networks: functionally bound potentials extended in time that can be acted upon to realize particular goals. Although there may be socially agreed-upon trajectories specifying the necessary components of a network activated for realizing a particular goal, the particular network engaged by an individual is dependent on adopted intentions and available effectivity sets, the attunements and behaviors that an individual can enlist to realize an affordance network. Thus, to help clarify the challenges of connecting learners to ecological systems through which affordance networks are activated, the authors use the term life-world, which refers to the environment from the perspective of an individual. Building on their characterization of affordance networks, effectivity sets, and life-worlds, the authors offer an ecological focal point for curricular design.
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Cites
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Cited by
Handbook of Research on Schools, Schooling and Human Development
(2010) · Routledge eBooks · doi:10.4324/9780203874844 · Cited by 502
Sense of place in the practice and assessment of place‐based science teaching
Semken, S., & Freeman, C. B. (2008) · Science Education · doi:10.1002/sce.20279 · Cited by 346
Transformational Play as a Curricular Scaffold: Using Videogames to Support Science Education
Barab, S. A., Scott, B., Siyahhan, S., Goldstone, R., Ingram-Goble, A., Zuiker, S. J., & Warren, S. (2009) · Journal of Science Education and Technology · doi:10.1007/s10956-009-9171-5 · Cited by 290
Self-citationPedagogical Dramas and Transformational Play: Narratively Rich Games for Learning
Barab, S. A., Dodge, T., Ingram-Goble, A., Pettyjohn, P., Peppler, K., Volk, C., & Solomou, M. (2010) · Mind, Culture, and Activity · doi:10.1080/10749030903437228 · Cited by 58
Self-citationWang, X. C., Berson, I. R., Jaruszewicz, C., Hartle, L., & Rosen, D. (2010) · High-Tech Tots · doi:10.1108/978-1-61735-011-520251004
Metadata
- Authors
- Barab, S. A., & Roth, W.-M.
- Venue
- Educational Researcher
- Published
- 2006-06
- Volume
- 35
- Issue
- 5
- Pages
- 3-13
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W2062428634
- Cited by
- 296
- References
- 80
- FWCI
- 69.17
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
