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|Title:||The Role of Scientific and Social Academic Norms in Student Negotiations while Building Astronomy Models|
|Authors:||Cook, Melissa Sunshine|
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Cook, M. S. & Enyedy, N. (2014). The Role of Scientific and Social Academic Norms in Student Negotiations while Building Astronomy Models. 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 2. Colorado, CO: International Society of the Learning Sciences, pp. 625-632.|
|Abstract:||This paper contrasts two groups of students as they build models to explain the phases of the moon. The group with a more successful model and more coherent final explanation judged their own work against scientific norms explicitly throughout their building process, while the less successful group remained focused on social and academic norms as they evaluated their work. When students explicitly invoked particular norms, subsequent arguments tended to coalesce around the explicitly identified norm. Particular strategies for dispute resolution aligned students with either scientific or social academic norms. We suggest the need to make norms and the negotiations around norms visible for students and to encourage science students to use scientific norms when evaluating their work.|
|Appears in Collections:||ICLS2014|
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