Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2845
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dc.contributor.authorAsher, Itay
dc.contributor.authorNasser, Samira
dc.contributor.authorGanaim, Lina
dc.contributor.authorTabak, Iris
dc.date.accessioned2020-01-08T21:54:19Z
dc.date.accessioned2020-01-09T14:13:33Z-
dc.date.available2020-01-08T21:54:19Z
dc.date.available2020-01-09T14:13:33Z-
dc.date.issued2010-06
dc.identifier.citationAsher, I., Nasser, S., Ganaim, L., & Tabak, I. (2010). Putting the pieces together: The challenge and value of synthesizing disparate graphs in inquiry-based science learning. 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 2, Short Papers, Symposia, and Selected Abstracts (pp. 340-341). Chicago IL: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2010.2.340
dc.identifier.urihttps://repository.isls.org//handle/1/2845-
dc.description.abstractA comparative synthesis of multiple graphs is a common practice in scientists' work as well as in everyday contexts. We refer to this process as graph meta-analysis. We present findings from a classroom enactment in which cultivating students' graph meta- analysis skills was one aspect of fostering scientific literacy through an inquiry-based unit on socio-scientific dilemmas. We highlight the challenges that learners and teachers encountered, and their implications for future instruction and design.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titlePutting the pieces together: The challenge and value of synthesizing disparate graphs in inquiry-based science learningen_US
dc.typePostersen_US
Appears in Collections:ICLS 2010

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