Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10351
Title: A Case Study of Practice-Based Science Enacted in General and Inclusive Elementary Science Classrooms: How do Teachers Provide Verbal Supports for Science and Engineering Practices?
Authors: Lilly, Sarah
McAlister, Anne M.
Chiu, Jennifer L.
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Lilly, S., McAlister, A. M., & Chiu, J. L. (2023). A case study of practice-based science enacted in general and inclusive elementary science classrooms: How do teachers provide verbal supports for science and engineering practices?. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 890-893). International Society of the Learning Sciences.
Abstract: Despite the importance of providing practice-based science to students in inclusive settings, little research investigates how teachers differentiate their support. This embedded, single case study examines how two elementary teachers enacted a four-week, practice-based science project in general and inclusive classrooms. Findings show that teachers necessarily customized practice-based science curricular materials to specific learning contexts, and highlight the potential unintended outcomes that may arise as students in different classes received different kinds of verbal support. This study provides insight into the ways that teachers can modify their enactment of activities to support students to engage in practice-based science, and the kinds of professional development experiences that elementary teachers may need to be able to support all students to engage in practice-based science.
Description: Short Paper
URI: https://doi.org/10.22318/icls2023.104457
https://repository.isls.org//handle/1/10351
Appears in Collections:ISLS Annual Meeting 2023

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