Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10193
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dc.contributor.authorDawkins, Allisia
dc.contributor.authorLawrence, LuEttaMae
dc.contributor.authorSwanson, Hillary
dc.date.accessioned2023-10-10T16:07:30Z-
dc.date.available2023-10-10T11:57:01Z
dc.date.available2023-10-10T16:07:30Z-
dc.date.issued2023
dc.identifier.citationDawkins, A., Lawrence, L., & Swanson, H. (2023). Comparing the pedagogical strategies of teachers who co-designed units to support students’ theory building. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 2123-2124). International Society of the Learning Sciences.en
dc.identifier.urihttps://doi.org/10.22318/icls2023.242722
dc.identifier.urihttps://repository.isls.org//handle/1/10193-
dc.descriptionPosteren
dc.description.abstractCo-design is a collaborative approach intertwining individuals' unique perspectives resulting in a product that holds creative stakes for all parties. In this paper, we focus on two teachers who co-designed a unit to engage students in theory-building practices and explore similarities and differences in strategies. Through preliminary analysis of classroom video data, we identified six pedagogical strategies teachers enacted including technology use, lesson introduction, whole-class discussion facilitation, monitoring, addressing questions, and wrapping up the lesson.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofurn:ISBN:978-1-7373306-7-7
dc.relation.ispartofProceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp. 2123-2124
dc.subjectLearning Sciencesen
dc.titleComparing the Pedagogical Strategies of Teachers Who Co-Designed Units to Support Students’ Theory Buildingen
dc.typeconferencePaper
dc.identifier.doi10.22318/icls2023.242722
Appears in Collections:ISLS Annual Meeting 2023

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