Davis, BrentRenert, MosheCarlgren, David2017-06-232017-06-2320172017http://hdl.handle.net/11023/3902There is a difference between the science done and reported in grade-school science classes and that done by scientists conducting research. Participants generally conceptualize the two types of engagement as distinct projects. Grounding in complexity and network theory reveals connections to communities of practice and collaboratories which exist within the environment of professional scientists, but which are lacking from typical grade-school science practices. The lens of Integral Theory reveals that the two realms are further separated in their relative strengths, weaknesses and foci. Combining these facets prompted this exploration of using a sharing conference as a vehicle for building a collaborative community of practice involving both scientists and grade-school students. The research involved creating a community of practice involving scientists and grade-school students that culminated in a school conference and a research paper. Using a framework of Educational Design Research informed by Integral Research principles, information about three main questions was sought: (1) How is it possible to encourage students to participate actively in a community of scientists through the development of a school conference on science? (2) In what ways might this model a direction worthy of inclusion within the evolving science education paradigm? (3) How might engaged participation in a complex community of scientific practice provide benefit to students’ discourse (and participation) as scientists? Data were gathered using mixed methods and presented here as provocative and illustrative case studies that compel and support theory generation. The ultimate purposes were theory generation and the discovery of enhanced meaning of the situation. The lenses of complexity, Integral Theory and network theory were applied to provide context to events as they occurred in a situated fashion. It was observed and reported that the creation of a complex learning environment focused on the research and reporting of a topic in science to be presented at a school conference provided significant motivation and growth opportunities for students and teachers alike. Key elements that contribute to these growths are proposed as are discussions of evolutionary tensions and aspects that could enhance the application of the project for future use.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--Curriculum and InstructionEducation--SciencesIntegral TheoryScienceeducationComplexityConferencedoctoral thesis10.11575/PRISM/26566