Please use this identifier to cite or link to this item:
|Title:||Social Media in the Science Classroom: Bridging Funds of Knowledge to Scientific Concepts|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Mills, K., Bonsignore, E., Clegg, T., Yip, J., Ahn, J., Pauw, D., & Pitt, C. (2019). Social Media in the Science Classroom: Bridging Funds of Knowledge to Scientific Concepts. In Lund, K., Niccolai, G. P., Lavoué, E., Gweon, C. H., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 605-607). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||We used design-based research to investigate an extended professional learning experience to prepare teachers to embed computational thinking in elementary science. Opportunities to interact synchronously in a community of practice - including through in- person engagement in embodied challenges, discussion, and resource sharing, appeared to productively support teacher preparedness to embed CT in their science teaching. However, asynchronous collaboration via an online platform was less effective. We describe planned adjustments for future iterations of the program.|
|Appears in Collections:||CSCL 2019|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.