Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/1178
Title: Examining Teacher Assignments and Student Work at the Intersection of Content and Practice in Middle School Science
Authors: Cheng, Britte Haugan
Fritts, Jeremy
Leones, Tiffany
Gong, Bowyee
Issue Date: Jun-2014
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.
URI: https://doi.dx.org/10.22318/icls2014.1661
https://repository.isls.org/handle/1/1178
Appears in Collections:ICLS 2014

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