“Thick” authenticity: new media and authentic learning
Journal of Interactive Learning Research
Promoting learning in informal learning environments
ICLS '06 Proceedings of the 7th international conference on Learning sciences
SINQ: Scientific INQuiry learning using social media
CHI '12 Extended Abstracts on Human Factors in Computing Systems
Technology for promoting scientific practice and personal meaning in life-relevant learning
Proceedings of the 11th International Conference on Interaction Design and Children
Brownies or bags-of-stuff?: domain expertise in cooperative inquiry with children
Proceedings of the 12th International Conference on Interaction Design and Children
Enjoy and learn with educational games: Examining factors affecting learning performance
Computers & Education
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As science educators, we want all learners to see the relevance of science to their lives and the world in which they live. Achieving this goal, however, has proven to be a difficult endeavor. Many learners see science as useful only in school, and they face difficulties connecting science to the real world and to their own interests and goals. In our research project, Kitchen Science Investigators, we aim to start with learners' interests and goals in cooking. We then help them connect cooking to science, using play to help them see food as an object of investigation. We then transition learners into engaging in authentic scientific practices. In this paper we present three cases that highlight scientifically meaningful experiences for KSI learners and the ways play, facilitation, and artifacts bridge the gap between their interests and scientific practices.