How might cogenerative dialogues cultivate a constructivist learning environment? Many high school students often are told what to read and what to do to acquire their scientific knowledge in schools. On the contrary, the “Work With A Scientist” Program invited youth to conduct open-inquiry projects that promote students’ creativity and autonomy. In this chapter, students’ perceptions of learning environments were investigated and discussed to better understand how cogenerative dialogues may cultivate a constructivist learning environment for high school students’ science learning.
How did the “Work With A Scientist” Program recruit and retain scientists and youth? Recruiting and retaining scientists and youth to engage in internship activities continuously could be a challenging process due to scientists’ and youths’ busy and conflicting schedule and the knowledge gap between them. This chapter describes the nuts and bolts of different methods used in the “Work With A Scientist” Program to recruit and retain scientists and youth in 7 month-long internships. The recruitment and retention challenges and lesson plans learned to address these challenges are also shared and discussed.
What were the challenges and solutions of implementing cogenerative dialogues? Implementing cogenerative dialogues in an internship program that involved scientists and youth can be challenging because of the cultural differences between them, such as the knowledge and social status gaps. This chapter describes the challenges encountered when we attempted to implement cogenerative dialogues for the very first time in youth-scientist partnerships. Ten major challenges are identified and explained in details. The corresponding solutions to address these 10 challenges are also introduced and discussed.
What issues and solutions were discussed in cogenerative dialogues? During cogenerative dialogues, both scientists and youth shared their honest opinions with each other. They identified concerns and issues observed in the internship activities and brainstorm solutions to address these concerns. This chapter identified nine major issues discussed in cogenerative dialogues between scientists and youths. These issues were either raised by scientists or youth and were deemed as important topics that had potential to improve internship teaching and learning. Exemplary episodes are also illustrated to showcase the minute-to-minute conversations during cogenerative dialogues.
How did the “Work With A Scientist” Program train participants to conduct cogenerative dialogues? Most of the scientists and youth did not know the concept of cogenerative dialogues before participating in the program. Thus, to engage all participants in cogenerative dialogues, the “Work With A Scientist” Program provided various modes of trainings for mediators, scientists, and youth. This chapter describes the methods and materials used to train and prepare all stakeholders involved in the program in order to successfully implement the communication tool of cogenerative dialogues.
How might cogenerative dialogues serve as a boundary crossing pedagogy? Scientists and high school students are two very different groups in terms of age, social status, and knowledge. Each of the two groups has its own culture, habits, values, and ideology. Thus, how to engage these two different groups to work effectively on scientific projects together for 7 months has become a real challenge. This chapter discusses how cogenerative dialogues may serve as a boundary crossing pedagogy to help two distinctively different groups of participants to cross the culture and work together as a team.