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|Title:||Examining Teacher Assignments and Student Work at the Intersection of Content and Practice in Middle School Science|
|Authors:||Cheng, Britte Haugan|
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Cheng, B. H., Fritts, J., Leones, T., & Gong, B. (2014). Examining Teacher Assignments and Student Work at the Intersection of Content and Practice in Middle School Science. 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. 1661-1662.|
|Abstract:||This poster presents two views of a year-long implementation of an NGSS-aligned curriculum including teachers' perspectives on challenges to provide opportunities for students to develop scientific practices and disciplinary content in tandem, and work produced by students as part of instruction. Initial findings that point to teacher tendency to use practices as an alternate student work product rather than as knowledge-generation activities are presented and discussed.|
|Appears in Collections:||ICLS 2014|
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