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|Title:||Scaffolding Collaborative Sensemaking during Critique of Explanations in Technology-Enhanced Science Curriculum|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Sato, E. & Svihla, V. (2012). Scaffolding Collaborative Sensemaking during Critique of Explanations in Technology-Enhanced Science Curriculum. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 177-181). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||This ualitative study e tends a comparison study investigating criti ue and feedback in a technology-enhanced si th-grade earth science curriculum unit. The unit was designed to elicit and scaffold collaborative sensemaking of criteria for e planations in science. Quantitative analysis suggested the activity had limited success in terms of prompting revision, but the ualitative analysis illustrated different dimensions of engagement in criti ue, demonstrating the rich potential of criti ue for collaborative sensemaking. Implications for instructional design are discussed.|
|Appears in Collections:||ICLS 2012|
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