Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1063
Title: Promoting Science Identification and Learning through Contemporary Scientific Investigations Using Practice-Focused Instruction
Authors: Van Horne, Katie
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Van Horne, K. (2014). Promoting Science Identification and Learning through Contemporary Scientific Investigations Using Practice-Focused Instruction. 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. 1613-1614.
Abstract: With major policy documents making `the practice turn' in science education, this paper foregrounds how learners come to engage in scientific practices through immersion in learning environments that build upon prior interest and identity and focus on these strands of learning in relation to conceptual and epistemic knowledge development as youth participate in disciplinary practices. Scientific practices, conceptualized as a subset of social practices, are arrangements of comprehensible and comprehensive ways of knowing and doing. The links and separations between the social practices present in learning environments serve to structure the nexus of practices and allow for the tracing of engagement, participation and learning (Bell, et al., 2012b; Dreier, 2009). I report on analysis of students' practice-related artifacts.
URI: https://doi.dx.org/10.22318/icls2014.1613
https://repository.isls.org//handle/1/1063
Appears in Collections:ICLS2014

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