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|Title:||Engaging Middle School-Aged Students in Classroom Science and Mathematics: Implications for Design and Research|
Renninger, K. Ann
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Pressick-Kilborn, K., Gresalfi, M., Renninger, K. A., Bachrach, J., Shechtman, N., Cheng, B., Lundh, P., Trinidad, G., & Walker, R. (2012). Engaging Middle School-Aged Students in Classroom Science and Mathematics: Implications for Design and Research. 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. 49-56). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||A critical educational challenge and core issue for the ICLS 2012 theme of "the Future of Learning," is how to keep students, particularly those who attend the most under- resourced schools, engaged in science and math as they progress through secondary school. The four papers in this symposium discuss key issues, challenges, and progress around interest and engagement in science and math for students in grades 5 to 7. From a range of theoretical and methodological perspectives, the panelists discuss what interest and engagement are as research constructs; some of the design principles, key features of instructional materials, and contextual factors that trigger and shape interest and engagement; how learner characteristics influence the ways students select or respond to opportunities to engage; the roles that interest and engagement play in learning; and issues of measurement. This 90-minute session will include both formal presentations and moderated discussion among the panelists and audience.|
|Appears in Collections:||ICLS 2012|
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