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CHAT-IT: Toward Conceptualizing Learning in the Context of Formal OrganizationsRODNEY T. OGAWA is a professor of education at the University of California, Santa Cruz, Education Department, 1156 High Street, Santa Cruz, CA 95064; rtogawa{at}ucsc.edu. His research focuses on how educational organizations adapt to reform policies, affect teachers, and shape learning contexts
RHIANNON CRAIN is a doctoral candidate at the University of California, Santa Cruz, Education Department, 1156 High Street, Santa Cruz, CA 95064; rcrain{at}ucsc.edu. Her research focuses on interactive science centers as formal organizations, with the aim of understanding how and why science learning in those organizations looks and feels the way it does
MOLLY LOOMIS is a doctoral candidate at the University of California, Santa Cruz, Education Department, 1156 High Street, Santa Cruz, CA 95064; mollyloo{at}ucsc.edu. Her research focuses on the organization of learning in science centers and the history and development of such centers
TAMARA BALL is a doctoral candidate at the University of California, Santa Cruz, Education Department, 1156 High Street, Santa Cruz, CA 95064; tball{at}ucsc.edu. Her research focuses on explaining practices and the development of a sense of agency in science and engineering research apprenticeships Correspondence: Correspondence should be addressed to Rodney Ogawa (see contact information in biographical sketch). This article is intended to spark a discussion between two research communities—scholars who study learning and scholars who study educational organizations. A secondary purpose is to encourage researchers to look beyond schools to examine learning in other types of educational organizations. The authors outline a framework to guide research on the relationship between learning and the social contexts afforded by formal organizations. The framework combines elements of cultural historical activity theory, a sociocultural theory of learning, and institutional theory, which is a constructivist theory of organization. The authors employ preliminary findings from research and secondary historical accounts to illustrate the potential of the framework for guiding research that ties learning to contexts in formal organizations.
Key Words: educational organization • learning theory • organization theory • science museum
Educational Researcher, Vol. 37, No. 2,
83-95 (2008) 
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