Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1075
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dc.contributor.authorAndrade-Lotero, Alejandro
dc.contributor.authorDanish, Joshua A.
dc.date.accessioned2018-05-21T22:08:52Z
dc.date.accessioned2019-01-22T19:42:08Z-
dc.date.available2018-05-21T22:08:52Z
dc.date.available2019-01-22T19:42:08Z-
dc.date.issued2014-06
dc.identifier.citationAndrade-Lotero, A. & Danish, J. A. (2014). Advancing Epistemological Frame Analysis to Refine Our Understanding of Inquiry Frames in Early Elementary Interviews. 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. 1637-1638.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1637
dc.identifier.urihttps://repository.isls.org//handle/1/1075-
dc.description.abstractThe present study contributes to our understanding, and the methods for measuring, students' epistemological framing in the context of thirty first- and second-graders learning about complex systems. Our goal was to automate the process of identifying frames by coding behaviors and then determining whether they cluster around specific researcher identified frames. We developed a dual-layered coding scheme of the video recordings from semi- structured interviews and a Bayesian model to provide validity warrants to our analyses.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleAdvancing Epistemological Frame Analysis to Refine Our Understanding of Inquiry Frames in Early Elementary Interviewsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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