Learning and knowledge exchange in science teaching

Authors:
Wei Gao;Caroline Haythornthwaite
Affiliations:
University of Illinois at Urbana-Champaign, Champaign, IL;The University of British Columbia, Vancouver, BC
Venue:
Proceedings of the 2011 iConference
Year:
2011

Citing 5
Cited 0

Bridging Epistemologies: the Generative Dance Between Organizational Knowledge and Organizational Knowing

Organization Science
Networks, Diversity, and Productivity: The Social Capital of Corporate R&D Teams

Organization Science
Managing Knowledge in Organizations: An Integrative Framework and Review of Emerging Themes

Management Science
Relational Embeddedness and Learning: The Case of Bank Loan Managers and Their Clients

Management Science
Learning and knowledge networks in interdisciplinary collaborations: Research Articles

Journal of the American Society for Information Science and Technology

Quantified Score

Hi-index	0.00

Visualization

Abstract

This poster presents our study of how social networks support learning and knowledge exchange among participants of a professional development program for science teachers. Social networks data and qualitative interviews were used to assess participants' current learning networks as well as their perceptions, practices, and experiences with their current learning environment and innovation pertaining to science teaching and learning. Results indicate that while the majority of the connections were confined to their school buildings, teachers acquire a considerable amount of new knowledge from networks outside these buildings. The interviews revealed a common desire among participants to foster new connections and talk to others about science teaching and learning, and show the important role of information from outside the school as contributing to new activities. The interviews also provide insight into the kinds of interactions that bond the teachers with their colleagues and the kinds of learning that are given or received in science teachers' everyday practice.