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Designing an innovative approach to engage students in learning science: The evolving case of hybridized writing

Ritchie, S.M. and Tomas, L. (2013) Designing an innovative approach to engage students in learning science: The evolving case of hybridized writing. In: Shavinina, L.V., (ed.) The Routledge International Handbook of Innovation Education. Routledge as part of the Taylor and Francis Group, Abingdon, Oxon, pp. 385-395.

Abstract

Innovations are usually attributed to ideas generated in the minds of individuals. As we reflect upon the evolving design of an online project to engage students in learning science through hybridized writing activities we propose a more distributed view of the process of innovative design. That is, our experience suggests ideas are generated in the activity of interacting with human and material resources that expand and constrain possibilities. This project is innovative in that it is a new educational response to the problem of disengagement of students in science, and has proven to be effective in changing classroom practice and improving students’ scientific literacy. In this chapter, we identify the antecedents and trace the evolution of the project. This account illuminates the innovative design process, presents a summary of the evidence for the effectiveness of the project, and identifies future directions for further development and research.
Keywords: Science learning, hybridized writing, case study, innovative approach

Publication Type: Book Chapter
Publisher: Routledge as part of the Taylor and Francis Group
Copyright: 2013 Larisa V. Shavinina
Publishers Website: http://www.taylorandfrancis.com/books/details/9780...
URI: http://researchrepository.murdoch.edu.au/id/eprint/21309
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