Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorRonen-Fuhrmann, Tamar
dc.contributor.authorKali, Yael
dc.identifier.citationRonen-Fuhrmann, T. & Kali, Y. (2010). The Role of Concretization in Acquiring Design Knowledge. 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. 468-475). Chicago IL: International Society of the Learning Sciences.en_US
dc.description.abstractThis research explored the nature of design knowledge by examining the processes in which graduate students in education learned to design educational technologies. We developed two rubrics to assess: (a) the degree to which students were able to translate their design ideas into concrete design artifacts (concretization rubric), and (b) the degree to which they designed artifacts that followed a socio-constructivist pedagogical approach versus a teacher-centered transmissionst model (epistemology rubric). Outcomes indicated that as students developed their concretization skills, they were able to become aware to and reduce gaps between their "theoretical" and "applied" epistemologies. By making their design ideas more concrete, students were able to carry out productive negotiations about these ideas with instructors and peers, and to explore them in relation to theory and to expert design knowledge.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleThe Role of Concretization in Acquiring Design Knowledgeen_US
dc.typeFull Papersen_US
Appears in Collections:ICLS 2010

Files in This Item:
File SizeFormat 
468-475.pdf412.47 kBAdobe PDFView/Open

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