{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/22554"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/22554","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Modes of engagement in hands-on science learning: A microanalysis of elementary students' relationship to the object of study","abstract":"Constructivism generally focuses on children's development of ideas, the nature of their conceptions, and their methods of reasoning. When closely examined the current theory of constructivism does not explicitly say anything regarding the modes of engagement through which children experience the natural world. Because of the emphasis on rational thought there tends to be an underemphasis on the patterns of participation through which children experience the natural world. Yet, it would make sense that the ways in which children encounter the natural world would have a great impact on the development of their ideas. In the area of science education, where the interaction with natural world phenomena is central to the study of the discipline, this is especially important. These modes of engagement have a powerful influence on the relationship children have with their objects of study.","abstract_html":"Constructivism generally focuses on children's development of ideas, the nature of their conceptions, and their methods of reasoning. When closely examined the current theory of constructivism does not explicitly say anything regarding the modes of engagement through which children experience the natural world. Because of the emphasis on rational thought there tends to be an underemphasis on the patterns of participation through which children experience the natural world. Yet, it would make sense that the ways in which children encounter the natural world would have a great impact on the development of their ideas. In the area of science education, where the interaction with natural world phenomena is central to the study of the discipline, this is especially important. These modes of engagement have a powerful influence on the relationship children have with their objects of study.","abstract_has_math":false,"creators":["Rath, Alex"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Brown, David E."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:43:36Z","date_published":"2011-05-07T13:43:36Z","updated_at":"2026-07-22T22:25:20Z","subjects":["Education, Elementary","Education, Sciences"],"languages":["eng"],"rights":["Copyright 1995 Rath, Alex"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9543701","(UMI)AAI9543701"],"render_values":[{"text":"AAI9543701","href":null,"code":true},{"text":"(UMI)AAI9543701","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/22554","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Brown, David E."]},{"key":"dc:creator","label":"Author","values":["Rath, Alex"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:43:36Z","10000-01-01","1995"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary","Education, Sciences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1995 Rath, Alex"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9543701","(UMI)AAI9543701","http://hdl.handle.net/2142/22554"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Constructivism generally focuses on children's development of ideas, the nature of their conceptions, and their methods of reasoning. When closely examined the current theory of constructivism does not explicitly say anything regarding the modes of engagement through which children experience the natural world. Because of the emphasis on rational thought there tends to be an underemphasis on the patterns of participation through which children experience the natural world. Yet, it would make sense that the ways in which children encounter the natural world would have a great impact on the development of their ideas. In the area of science education, where the interaction with natural world phenomena is central to the study of the discipline, this is especially important. These modes of engagement have a powerful influence on the relationship children have with their objects of study.","Children working with hands-on science activities often have affective connection experiences with their objects of study. The nature of these science connections, and the relationship between science connections and modes of engagement, are explored and explained in this study. Based on a microanalysis of videotape data, a model of students' modes of engagement with science is proposed and developed. The findings demonstrate the range and breadth of children's relationships to their objects of study. Implications for methodology, research, and instruction are discussed in the conclusion of the study.","Made available in DSpace on 2011-05-07T13:43:36Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9543701.pdf: 8794696 bytes, checksum: 9f1f1d588dfb68248bad33ace6a0505d (MD5) Previous issue date: 1995","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:58:25Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:27:28-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["Modes of engagement in hands-on science learning: A microanalysis of elementary students' relationship to the object of study"]}]}],"canonical_facts":{"dc:contributor":["Brown, David E."],"dc:creator":["Rath, Alex"],"dc:date":["2011-05-07T13:43:36Z","10000-01-01","1995"],"dc:description":["Constructivism generally focuses on children's development of ideas, the nature of their conceptions, and their methods of reasoning. When closely examined the current theory of constructivism does not explicitly say anything regarding the modes of engagement through which children experience the natural world. Because of the emphasis on rational thought there tends to be an underemphasis on the patterns of participation through which children experience the natural world. Yet, it would make sense that the ways in which children encounter the natural world would have a great impact on the development of their ideas. In the area of science education, where the interaction with natural world phenomena is central to the study of the discipline, this is especially important. These modes of engagement have a powerful influence on the relationship children have with their objects of study.","Children working with hands-on science activities often have affective connection experiences with their objects of study. The nature of these science connections, and the relationship between science connections and modes of engagement, are explored and explained in this study. Based on a microanalysis of videotape data, a model of students' modes of engagement with science is proposed and developed. The findings demonstrate the range and breadth of children's relationships to their objects of study. Implications for methodology, research, and instruction are discussed in the conclusion of the study.","Made available in DSpace on 2011-05-07T13:43:36Z (GMT). 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