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|Title:||Problematizing as Scaffold for Engaging in Scientific Argumentation|
|Authors:||Ko, Mon-Lin Monica|
|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.|
|Appears in Collections:||ICLS2014|
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