Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/1164
Title: Characterizing Teachers’ Support of Modeling Practices in Science Classrooms
Authors: Peek-Brown, Deborah
Stevens, Shawn
Sutherland, LeeAnn
Choi, Sung-Youn
Shin, Namsoo
Krajcik, Joseph
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Peek-Brown, D., Stevens, S., Sutherland, L., Choi, S., Shin, N., & Krajcik, J. (2014). Characterizing Teachers’ Support of Modeling Practices in Science Classrooms. 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. 1635-1636.
Abstract: Modeling used, as an inquiry tool is critical to the development of understandings in science. Teacher knowledge of this use of models impacts their development of learning experiences for students. This study focuses on teacher modeling practices and relates them to student performance on assessment items requiring interpretations of multiple representations. This characterization of teacher practices will provide insight into the learning experiences needed for students to engage in authentic scientific modeling.
URI: https://doi.dx.org/10.22318/icls2014.1635
https://repository.isls.org/handle/1/1164
Appears in Collections:ICLS 2014

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