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|Title:||Model-Based Reasoning: A Framework for Coordinating Authentic Scientific Practice with Science Learning|
|Authors:||Gouvea, Julia S.|
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Gouvea, J. S., Jamshidi, A., & Passmore, C. (2014). Model-Based Reasoning: A Framework for Coordinating Authentic Scientific Practice with Science Learning. 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. 705-712.|
|Abstract:||In this paper we explore data from a two-year professional development program intended to help teachers adopt and enact a model-based reasoning view of science instruction. We use a resources framework to explore the teacher learning in this setting. By examining the experience of one teacher, we investigate how the ideas about learning and scientific models this teacher brought to the PD environment were aligned and coordinated over time to result in a change in her self-reported pedagogy by the end of the program. We explore implications of this view of teacher learning for PD in the current reform context.|
|Appears in Collections:||ICLS2014|
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