A co-evolutionary model for supporting the emergence of authenticity

By Sasha A. Barab, Kurt Squire, William Dueber. 2000

308 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/a8479cb60ee2ce47e6a50d82892e6f19f2779f8f

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

Constructivism in Practice: A Comparison and Contrast of Apprenticeship and Constructionist Learning Environments (2001, background): “The participation model of authenticity is predicated on the assumption that the authenticity of a learning activity is dependent on the extent to which learners participate directly in the ongoing practices of a community (Barab et al., 2000).”
Viewing Mobile Learning from a Pedagogical Perspective (2012, background): “…tasks provide real world relevance and personal meaning to the learner (Radinsky et al. 2001), although ultimately, authenticity ‘‘lies in the learner-perceived relations between the practices they are carrying out and the use value of these practices’’ (Barab, Squire, and Dueber 2000, 38).”
Smart People or Smart Contexts? Cognition, Ability, and Talent Development in an Age of Situated Approaches to Knowing and Learning (2002, background): “In two other projects, Barab and Hay (2001) and Barab, Squire, and Dueber (2000) used the Internet to connect students and real-world practitioners working in authentic contexts.”
Authentic activities and online learning (2002, background): “Create polished products valuable in their own right rather than as preparation for something else (Barab, Squire, & Dueber, 2000) (Gordon, 1998) 10 Allow competing solutions and diversity of outcome (Duchastel, 1997) (Bottge & Hasselbring, 1993) (Young & McNeese, 1993) (Bransford, Sherwood et al.,…”
Patterns of engagement in authentic online learning environments (2003, background): “In supporting this view, Barab, Squire and Dueber (2000) argued that authenticity occurs ‘not in the learner, the task, or the environment, but in the dynamic interactions among these various components … authenticity is manifest in the flow itself, and is not an objective feature of any one compo”
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016, background): “At the center of all such approaches are ill-structured, authentic problems, defined as problems with no clear goal or path to the goal, and which relate to students’ communities and/or lives (Barab, Squire, & Dueber, 2000; Hung & Chen, 2007; Jonassen, 2011).”