Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2385
Title: Embedded Phenomena for Knowledge Communities: Supporting complex practices and interactions within a community of inquiry in the elementary science classroom
Authors: Cober, Rebecca
Fong, Cresencia
Gnoli, Alessandro
Silva, Brenda López
Lui, Michelle
Madeira, Cheryl
McCann, Colin
Moher, Tom
Slotta, Jim
Tissenbaum, Mike
Issue Date: Jul-2012
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Cober, R., Fong, C., Gnoli, A., Silva, B. L., Lui, M., Madeira, C., McCann, C., Moher, T., Slotta, J., & Tissenbaum, M. (2012). Embedded Phenomena for Knowledge Communities: Supporting complex practices and interactions within a community of inquiry in the elementary science classroom. 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. 64-71). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.
Abstract: The work presented here is a product of a collaborative effort to develop a knowledge community and inquiry curriculum for elementary science, where students engage in extended investigations of simulated scientific phenomena presumed to occupy the physical space of their classrooms. By their immersive nature, these "embedded phenomena" lend themselves to a collective epistemology, and hence to new forms of learning and instruction that depart from the conventional didactic approach. The symposium centers on the design and enactment of a seven-week elementary school ecosystems unit, WallCology, developed in close collaboration with partner teachers and school administrators during summer and fall of 2011. Six posters highlight different facets of our effort, including descriptions of the immersive environment, the instructional narrative, the inquiry support technologies, the role of aggregate representations, discourse processes, and the classroom experiences of the 37 students and two teachers who participated in the unit.
URI: https://doi.dx.org/10.22318/icls2012.2.64
https://repository.isls.org//handle/1/2385
Appears in Collections:ICLS 2012

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