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dc.contributor.authorZhao, Naxin
dc.contributor.authorSlotta, James D.
dc.date.accessioned2019-07-20T19:49:29Z
dc.date.accessioned2020-01-08T18:51:56Z-
dc.date.available2019-07-20T19:49:29Z
dc.date.available2020-01-08T18:51:56Z-
dc.date.issued2013-06
dc.identifier.citationZhao, N. & Slotta, J. D. (2013). Understanding the Teacher's Role in a Knowledge Community and Inquiry Curriculum. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 201-204). Madison, WI: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2013.2.201
dc.identifier.urihttps://repository.isls.org//handle/1/1811-
dc.description.abstractThis study examined teacher's role in a Knowledge Community and Inquiry (KCI) curriculum. Three science teachers and their students in a climate change curriculum unit involved in this design-based research. Curriculum design documents and video recordings of teacher-students interactions were the sources of data. Grounded theory coding techniques and a video coding scheme were applied to the analysis of data. Analysis examined the roles that teachers played in the KCI curriculum as well as the teacher-students interactions. Teachers played a predominantly logistical role in the beginning of the enactment of this KCI curriculum, followed by increasingly pedagogical practices.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleUnderstanding the Teacher's Role in a Knowledge Community and Inquiry Curriculumen_US
dc.typeShort Papersen_US
Appears in Collections:CSCL 2013

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