Abstract
This squib continues the ongoing conversation put forward by Wise and Schwarz around the direction and future of CSCL. We focus here on the question of whether or not CSCL should seek to make educational change. Here, we take the affirmative position by conceptualizing the network of design-centric research practice partnerships. We illustrate how this could work through an ongoing instantiation called Taking Citizen Science to School, a multi-year research center with joint funding from research and practice-based governmental institutions.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.References
Aikenhead, G. S. (2005). Science education for everyday life: Evidence-based practice. New York: Teachers College.
Bereiter, C. (2014). Principled practical knowledge: Not a bridge but a ladder. Journal of the Learning Sciences, 23(1), 4–17.
Brossard, D., Lewenstein, B., & Bonney, R. (2005). Scientific knowledge and attitude change: The impact of a citizen science project. International Journal of Science Education, 27(9), 1099–1121.
Bybee, R. W., & DeBoer, G. E. (1994). Research on goals for the science curriculum. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 357–387). New York: Simon & Schuster Macmillan.
Chan, C. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. International Journal of Computer-Supported Collaborative Learning, 6(2), 147–186.
Charles, E., Lasry, N., & Whittaker, C. (2014). SALTISE: Bringing pedagogical innovations into the physics classroom. Physics in Canada, 70(2), 96–98.
Clery, D. (2011). Galaxy zoo volunteers share pain and glory of research. Science, 333(July), 173–175.
Coburn, C. E., & Penuel, W. R. (2016). Research–practice partnerships in education: Outcomes, dynamics, and open questions. Educational Researcher, 45(1), 48–54.
Cole, M., & Packer, M. (2016). Design-based intervention research as the science of the doubly artificial. Journal of the Learning Sciences, 25(4), 503–530.
Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House Incorporated.
Goodyear, P. (2015). Teaching as design. Herdsa review of higher education, 2, 27–50.
Kali, Y. (2006). Collaborative knowledge-building using the design principles database. International Journal of Computer Support for Collaborative Learning, 1(2), 187–201.
Kali, Y., Linn, M. C., & Roseman, J. E. (2008). Designing coherent science education: Implications for curriculum, instruction, and policy. NY: Teachers College Press (245 pages).
Kali, Y., McKenney, S., & Sagy, O. (Eds.). (2015). Teachers as designers of technology-enhanced learning [special issue]. Instructional Science, 43(2), 173–179.
Kali, Y., Baram-Tsabari, A., & Schejter A. (2018a). Learning in a networked society. Springer’s Computer Supported Collaborative Learning (CSCL) Series.
Kali, Y., Eylon, B.-S., McKenney, S., & Kidron, A. (2018b). Design-centric research-practice partnerships: Three key lenses for building productive bridges between theory and practice. In J. M. Spector, B. Lockee, & M. Childress (Eds.), Learning, design, and technology. Cham: Springer. https://doi.org/10.1007/978-3-319-17727-4_122-1.
Kidron, A., & Kali, Y. (2017). Extending the applicability of design-based research through research-practice partnerships. Educational Design Research (EDeR), 1(2). https://doi.org/10.15460/eder.1.2.1157.
Koschmann, T. (2002). Dewey’s contribution to the foundations of CSCL research. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community: Proceedings of CSCL 2002 (pp. 17–22). Boulder: Lawrence Erlbaum Associates.
Laferrière, T., Allaire, S., Breuleux, A., Hamel, C., Law, N., Montané, M., Hernandez, O., Turcotte, S., & Scardamalia, M. (2015). The knowledge building international project (KBIP): Scaling up professional development using collaborative technology. In Scaling educational innovations (pp. 255–276). Singapore: Springer.
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. New York: Routledge.
Linn, M. C., & Hsi, S. (2000). Computers, teachers, peers: Science learning partners. Routledge.
Matuk, C. F., Linn, M. C., & Eylon, B. S. (2015). Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units. Instructional Science, 43(2), 229–257.
McKenney, S., & Schunn, C. (2018). How can educational research support practice at scale? Attending to educational designer needs. British Educational Research Journal. https://doi.org/10.1002/berj.3480.
Mota, P., Brasileiro, F., Lostal, E., Brito, R., Carrodeguas, J., Andrade, N., et al. (2017). Cell spotting: Educational and motivational outcomes of cell biology citizen science project in the classroom. Connections, 4, 01.
National Research Council [NRC]. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington DC: National Academies Press.
NGSS Lead States. (2013). Next generation science standards: For states, by states. National Academies Press.
Penuel, W. R. (2015). Keynote address at the international society for design and development in education. Boulder: University of Colorado Boulder.
Raddick, M. J., Bracey, G., Carney, K., Gyuk, G., Borne, K., Wallin, J., & Jacoby, S. (2009). Citizen science: Status and research directions for the coming decade. Astro2010: The Astronomy and Astrophysics Decadal Survey, position papers, no. 46. NASA astrophysics data system.
Roberts, D. A., & Bybee, R. W. (2014). Scientific literacy, science literacy, and science education. In N. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II, pp. 545–558). Abingdon: Routledge.
Sawyer, R. K. (Ed.). (2014). The future of learning: Grounding educational innovation in the learning sciences. The Cambridge handbook of the learning sciences (Second ed.pp. 726–746). New York: Cambridge University Press.
Shamir-Inbal, T., Dayan, Y., & Kali, Y. (2009). Assimilating online technologies into school culture. Interdisciplinary Journal of E-Learning and Learning Objects, 5(1), 307–334.
Silvertown, J. (2009). A new dawn for citizen science. Trends in Ecology & Evolution, 24(9), 467–471. https://doi.org/10.1016/j.tree.2009.03.017.
Slotta, J. D., & Linn, M. C. (2009). WISE science: Web-based inquiry in the classroom. Teachers College Press.
Suthers, D. D., Lund, K., Rosé, C. P., Teplovs, C., & Law, N. (2013). Productive multivocality in the analysis of group interactions. US: Springer.
Vitone, T., Stofer, K. A., Steininger, M. S., Hulcr, J., Dunn, R., & Lucky, A. (2016). School of ants goes to college: Integrating citizen science into the general education classroom increases engagement with science. Journal of Science Communication, 15, 1–24.
Wagner, J. (1997). The unavoidable intervention of educational research: A framework for reconsidering researcher-practitioner cooperation. Educational Researcher, 26(7), 13–22.
Wild, C. J., Utts, J. M., & Horton, N. J. (2018). What is Statistics? In D. Ben-Zvi, J. Garfield and K. Makar (Eds.), The first handbook of research on statistics teaching and learning. Springer.
Wise, A., & Schwarz, B. (2017). Visions of CSCL: Eight provocations for the future of the field. International Journal of Computer-Supported Collaborative Learning, 12, 423–467.
Zhang, J., Scardamalia, M., Reeve, R., & Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities. Journal of the Learning Sciences, 18(1), 7–44.
Author information
Authors and Affiliations
Consortia
Corresponding author
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Hod, Y., Sagy, O., Kali, Y. et al. The opportunities of networks of research-practice partnerships and why CSCL should not give up on large-scale educational change. Intern. J. Comput.-Support. Collab. Learn 13, 457–466 (2018). https://doi.org/10.1007/s11412-018-9287-9
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11412-018-9287-9