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État de publication: publié
Titre des actes: Proceedings of the 3rd Annual Meeting of International Society of the Learning Sciences
Éditeur: International Society of the Learning Sciences
Lieu: Montréal, Canada
URL: https://repository.isls.org//handle/1/10236
Résumé: Communities of practice (CoPs) have been used to support practitioners’ efforts to adopt new teaching methods. In this paper, we summarize how our team facilitated knowledge transfer by forming and leveraging several CoPs that shared the common objective of implementing Inquiry-Based Labs (IBL) in science curricula. Over two years, our team members played the role of linkage agents in the CoPs to bridge the gap between education research, by sharing our own research findings, and practice, by collecting feedback directly from IBL practitioners about their challenges with implementation. As various needs of the members were well met – to be informed, to share thoughts, to belong – the CoPs have since evolved into stable, sustainable entities. Through these powerful social interactions, CoP members themselves have become linkage agents, connecting us to the larger community that would otherwise not engage with our research and thus further bridging the gap between research and practice.
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