Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1161
Title: Problematizing as Scaffold for Engaging in Scientific Argumentation
Authors: Ko, Mon-Lin Monica
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Ko, M. M. (2014). Problematizing as Scaffold for Engaging in Scientific Argumentation. 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. 54-61.
Abstract: Supporting students' engagement in disciplinary practice is a major tenant of recent reforms in science policy and reform, and yet eliciting and building upon students' everyday knowledge through engagement in scientific practice remains a central challenge to this work. This paper presents evidence of how problematizing a term previously used to design scaffolds embedded in technological tools and supports utilized in smaller, face-to-face settings can work in a class-wide setting, as a support for noticing gaps in students' current explanations both while motivating the need to engage in investigations and while building consensus explanations to account for science phenomena.
URI: https://doi.dx.org/10.22318/icls2014.54
https://repository.isls.org//handle/1/1161
Appears in Collections:ICLS2014

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