Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/1007
Title: | Fusing a Crosscutting Concept, Science Practice, and a Disciplinary Core Idea in Single Learning Progression |
Authors: | Hokayem, Hayat Gotwals, Amelia Wenk |
Issue Date: | Jun-2014 |
Publisher: | Boulder, CO: International Society of the Learning Sciences |
Citation: | Hokayem, H. & Gotwals, A. W. (2014). Fusing a Crosscutting Concept, Science Practice, and a Disciplinary Core Idea in Single Learning Progression. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1503-1504. |
Abstract: | In this paper, we report on a learning progression that fuses systemic reasoning (cross-cutting concept) and ecology (core idea) in what we call "ecological systemic reasoning". We used semi-structured interviews with 44 students (1st through 4th grades). The results revealed that a hypothetical learning progression begins with anthropomorphic reasoning as the lower anchor and ends with complex causal reasoning as the upper anchor for students in this age. |
URI: | https://doi.dx.org/10.22318/icls2014.1503 https://repository.isls.org//handle/1/1007 |
Appears in Collections: | ICLS2014 |
Files in This Item:
File | Size | Format | |
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1503-1504.pdf | 154.02 kB | Adobe PDF | View/Open |
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