Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2359
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dc.contributor.authorCisterna, Dante
dc.contributor.authorWilliams, Michelle
dc.contributor.authorMerritt, Joi
dc.date.accessioned2020-01-08T16:51:31Z
dc.date.accessioned2020-01-08T22:04:16Z-
dc.date.available2020-01-08T16:51:31Z
dc.date.available2020-01-08T22:04:16Z-
dc.date.issued2012-07
dc.identifier.citationCisterna, D., Williams, M., & Merritt, J. (2012). Fifth and Seventh Graders' Patterns of Understanding About Cells and Heredity in a Technology-Enhanced 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. 527-528). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2012.2.527
dc.identifier.urihttps://repository.isls.org//handle/1/2359-
dc.description.abstractIn this study, we explored fifth and seventh grade students' ideas about heredity- related concepts and described patterns of understanding for these topics in the context of technology-enhanced curricula. Analysis of embedded assessments shows students progressed to more sophisticated levels of understanding, especially by reviewing non-normative ideas and integrating new content to their previous understandings. Students tended to struggle in distinguishing genes, chromosomes, and DNA and in connecting cell division with traits' inheritance.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleFifth and Seventh Graders' Patterns of Understanding About Cells and Heredity in a Technology-Enhanced Curriculumen_US
dc.typePostersen_US
Appears in Collections:ICLS 2012

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