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dc.contributor.authorHole, Torstein Nielsen
dc.PublishedHole TNH. Working and Learning in a Field Excursion. CBE - Life Sciences Education. 2018;17(2):ar24eng
dc.description.abstractThis study aimed to discern sociocultural processes through which students learn in field excursions. To achieve this aim, short-term ethnographic techniques were employed to examine how undergraduate students work and enact knowledge (or knowing) during a specific field excursion in biology. The students participated in a working practice that employed research methods and came to engage with various biological phenomena over the course of their work. A three-level analysis of the students’ experiences focused on three processes that emerged: participatory appropriation, guided participation, and apprenticeship. These processes derive from advances in practice-oriented theories of knowing. Through their work in the field, the students were able to enact science autonomously; they engaged with peers and teachers in specific ways and developed new understandings about research and epistemology founded on their experiences in the field. Further discussion about the use of “practice” and “work” as analytical concepts in science education is also included.en_US
dc.publisherThe American Society for Cell Biologyen_US
dc.relation.ispartof<a href="" target="blank"> Learning through practice in biology education</a>en_US
dc.rightsAttribution CC BY-NC-SAeng
dc.titleWorking and Learning in a Field Excursionen_US
dc.typePeer reviewed
dc.typeJournal article
dc.rights.holderCopyright 2018 The Authoren_US
dc.source.journalCBE - Life Sciences Education
dc.relation.projectNorges forskningsråd: 238043

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