Bootstrapping a Community of Practice: Learning Science by Doing Projects in a High School Classroom

Abstract

Introduction Researchers and theorists have extolled the promise of learning achieved through participation in the activities of a community of practice. Although he did not use the term "community of practice" in his seminal work Mindstorms, [Papert, 1980] described intergenerational learning that takes place in the preparation for a Brazilian festival. Experienced adults work with novice children on teams over an extended period of time, supporting learning and passing on expertise naturally through the construction of displays and the production of street theater. Similarly, [Lave & Wenger, 1991] describe how apprentice tailors gradually learn their craft by aiding master tailors in ever expanding portions of work they are hired to do. [Brown, Collins, & Duguid, 1989] have described the general processes of modeling, coaching, and fading as important means by which more experienced members of a community help novices learn to contribute to activities. For e