Five enculturation elements of a classroom community of practice that encourage authentic practices of physicists¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article names five enculturation elements that the structural features and instructional choice produce and that are "not typical of a classroom community": "Classroom norms and expectations", "Distributed expertise", "Community involvement", "Many central players", and "Instructor is not sole mediator". These elements encourage some of the authentic practices of physicists, such as students becoming experts in different experiments and collaborating across groups when problems arise.

Design Implications¶

Context¶

Requirements¶

• The four structural features and the instructor's deliberate encouragement of knowledge sharing must be in place for these elements to develop

Constraints¶

• The classroom community did not start with the enculturation elements; norms had to be negotiated over time

Target Learners¶

• undergraduate physics students in advanced laboratory courses

Target Goals¶

• appropriating disciplinary discourse
• peer collaboration and distributed expertise
• negotiating classroom norms resembling professional practice

Claims¶

• Adlab Interaction Quality Shifted From Superficial To Collaborative [+M]

Related Patterns¶

Examples¶

-

Key Sources¶

• Irving, P. W., & Sayre, E. C. (2013). Conditions for building a community of practice in an advanced physics laboratory. https://arxiv.org/abs/1312.1953. doi:10.48550/arxiv.1312.1953