Please use this identifier to cite or link to this item:
|Title:||Characterizing Teachers’ Support of Modeling Practices in Science Classrooms|
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Peek-Brown, D., Stevens, S., Sutherland, L., Choi, S., Shin, N., & Krajcik, J. (2014). Characterizing Teachers’ Support of Modeling Practices in Science 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. 1635-1636.|
|Abstract:||Modeling used, as an inquiry tool is critical to the development of understandings in science. Teacher knowledge of this use of models impacts their development of learning experiences for students. This study focuses on teacher modeling practices and relates them to student performance on assessment items requiring interpretations of multiple representations. This characterization of teacher practices will provide insight into the learning experiences needed for students to engage in authentic scientific modeling.|
|Appears in Collections:||ICLS2014|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.