Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1009
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dc.contributor.authorWright, Christopher G.
dc.contributor.authorWendell, Kristen B.
dc.contributor.authorPaugh, Patricia
dc.date.accessioned2018-05-21T22:08:51Z
dc.date.accessioned2019-01-22T19:41:42Z-
dc.date.available2018-05-21T22:08:51Z
dc.date.available2019-01-22T19:41:42Z-
dc.date.issued2014-06
dc.identifier.citationWright, C. G., Wendell, K. B., & Paugh, P. (2014). Reflective Decision Making within the Discourse of Urban Elementary Engineering 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. 1507-1508.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1507
dc.identifier.urihttps://repository.isls.org//handle/1/1009-
dc.description.abstractThe emergence of engineering in K-12 education has promoted the need for research on discursive practices associated with successful pre-college engineering. Specifically, elementary students need support for engaging in collaborative, reflective decision-making during engineering design activities. In this poster, we describe an initial phase of work that looked to identify connections between elementary students' reflective decision-making linguistic practices and students' community/home-based linguistic practices.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleReflective Decision Making within the Discourse of Urban Elementary Engineering Classroomsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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