Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1900
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dc.contributor.authorRinehart, Ronald W.
dc.contributor.authorDuncan, Ravit Golan
dc.contributor.authorChinn, Clark A.
dc.contributor.authorDianovsky, Michael
dc.date.accessioned2019-07-20T19:49:57Z
dc.date.accessioned2020-01-08T18:52:26Z-
dc.date.available2019-07-20T19:49:57Z
dc.date.available2020-01-08T18:52:26Z-
dc.date.issued2013-06
dc.identifier.citationRinehart, R. W., Duncan, R. G., Chinn, C. A., & Dianovsky, M. (2013). Digital Evidence and Scaffolds in a Model-Based Inquiry Curriculum for Middle School Science. 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. 341-342). Madison, WI: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2013.2.341
dc.identifier.urihttps://repository.isls.org//handle/1/1900-
dc.description.abstractThe Framework for Science Education (National Research Council, 2011) and the subsequent Next Generation Science Standards feature modeling as an integral component of inquiry driven classrooms. Evaluating such models entails careful consideration of fit with evidence. In this poster we discuss student use of computer animations, simulations, blogs and emails as sources of evidence in a collaborative model-based inquiry middle school science curriculum.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleDigital Evidence and Scaffolds in a Model-Based Inquiry Curriculum for Middle School Scienceen_US
dc.typePoster Papersen_US
Appears in Collections:CSCL 2013

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