Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1054
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dc.contributor.authorLira, Matthew
dc.date.accessioned2018-05-21T22:08:52Z
dc.date.accessioned2019-01-22T19:42:00Z-
dc.date.available2018-05-21T22:08:52Z
dc.date.available2019-01-22T19:42:00Z-
dc.date.issued2014-06
dc.identifier.citationLira, M. (2014). Beyond ‘Solve for x’: Integrating Equations with Conceptual Understanding. 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. 1595-1596.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1595
dc.identifier.urihttps://repository.isls.org//handle/1/1054-
dc.description.abstractThis research attempts to describe how biology students' integrate equations with disciplinary concepts. First, I assess how students' explanations of biological phenomena change after solving word problems and receiving feedback from a quantitative simulation. Then, I describe a novel learning environment for further exploring design principles that support students in integrating equations with conceptual knowledge. With biology careers increasingly demanding mathematical approaches, students are better prepared to enter these careers if they can integrate equations with conceptual knowledge.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleBeyond ‘Solve for x’: Integrating Equations with Conceptual Understandingen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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