Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2699
Title: Scaffolding Children's Understanding of the Fit Between Organisms and their Environment In the Context of the Practices of Science
Authors: Metz, Kathleen
Sisk-Hilton, Stephanie
Berson, Eric
Ly, Uyen
Issue Date: Jun-2010
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Metz, K., Sisk-Hilton, S., Berson, E., & Ly, U. (2010). Scaffolding Children's Understanding of the Fit Between Organisms and their Environment In the Context of the Practices of Science. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 1, Full Papers (pp. 396-403). Chicago IL: International Society of the Learning Sciences.
Abstract: This research project applies the learning progression perspective to the teaching of the conceptual underpinnings of evolution for 2nd and 3rd graders. We frame the progression from the epistemic perspective that understanding a scientific idea encompasses using that idea, in prediction, interpretation and explanation of the natural world. The progression foregrounds the question of the fit between organisms and their environment. This paper reports on the first step of the project, our teaching of the curriculum in an urban summer school and the analysis thereof. We analyze students' reasoning during prototype instructional activities and in comparison of pre- and post-interviews. We have had success scaffolding children's understanding of differential survival advantage of different traits. While we have existence proofs of children coming to understand the impact of this differential on changing distributions across generations, this next step of understanding appears to be much more difficult.
URI: https://doi.dx.org/10.22318/icls2010.1.396
https://repository.isls.org//handle/1/2699
Appears in Collections:ICLS 2010

Files in This Item:
File SizeFormat 
396-403.pdf413.81 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.