%0 Journal Article
%T Working and Learning in a Field Excursion
%A Torstein Nielsen Hole
%J Archive of "CBE Life Sciences Education".
%D 2018
%R 10.1187/cbe.17-08-0185
%X This study aimed to discern sociocultural processes through which students learn in field excursions. To achieve this aim, short-term ethnographic techniques were employed to examine how undergraduate students work and enact knowledge (or knowing) during a specific field excursion in biology. The students participated in a working practice that employed research methods and came to engage with various biological phenomena over the course of their work. A three-level analysis of the students¡¯ experiences focused on three processes that emerged: participatory appropriation, guided participation, and apprenticeship. These processes derive from advances in practice-oriented theories of knowing. Through their work in the field, the students were able to enact science autonomously; they engaged with peers and teachers in specific ways and developed new understandings about research and epistemology founded on their experiences in the field. Further discussion about the use of ¡°practice¡± and ¡°work¡± as analytical concepts in science education is also included
%U https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5998312/