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|Title:||The Role of Student Agency and Sustained Inquiry on Collaboration and Learning of Science Practices|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Shutt, K., Vye, N., & Bransford, J. (2010). The Role of Student Agency and Sustained Inquiry on Collaboration and Learning of Science Practices. 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. 356-357). Chicago IL: International Society of the Learning Sciences.|
|Abstract:||We redesigned a traditional inquiry-based science unit, creating a unit that incorporates student agency and sustained inquiry during science inquiry experiences. Using a quasi-experimental design, the two units were compared. Fourteen teachers in 5th grade classrooms in one school district in the Pacific Northwest participated. Data collected include an embedded inquiry assessment and video-recordings of student discourse. Preliminary findings show that students in the redesigned unit saw gains in both collaboration skills and scientific practices.|
|Appears in Collections:||ICLS 2010|
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