Please use this identifier to cite or link to this item:
|Title:||Scientific Practices Through Students’ Eyes: How Sixth Grade Students Enact and Describe Purposes for Scientific Modeling Activities Over Time|
Reiser, Brian J.
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Krist, C. & Reiser, B. J. (2014). Scientific Practices Through Students’ Eyes: How Sixth Grade Students Enact and Describe Purposes for Scientific Modeling Activities Over Time. 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 1. Colorado, CO: International Society of the Learning Sciences, pp. 270-277.|
|Abstract:||Recent reforms in science education emphasize engaging students in scientific practices (NRC, 2011). These reforms aim to not only have students doing things scientists do, but to have them doing them with the similar goal of constructing explanatory accounts of the natural world in principled, consistent ways. In this case study, we used a communities-of- practice framework to analyze how students' perceptions of the epistemological purposes of several classroom activities change over time. We found that students used their everyday experiences in ways that allowed them to engage in and describe modeling practices that contributed to their classroom's knowledge building goal. In addition, we found that students' articulations of that goal became more epistemologically sophisticated over time. Our analysis provides insights on how students productively use everyday experiences in scientific practices and offers suggestions for how to rethink learning progressions to account for students' perceptions of their modeling practices.|
|Appears in Collections:||ICLS2014|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.