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|Title:||Appropriating a Climate Science Discourse About Uncertainty in Online Lessons|
|Publisher:||Philadelphia, PA: International Society of the Learning Sciences.|
|Citation:||Wright, K., Pallant, A., & Lee, H. (2017). Appropriating a Climate Science Discourse About Uncertainty in Online Lessons In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. Philadelphia, PA: International Society of the Learning Sciences.|
|Abstract:||In an online lesson on climate change, pairs of students make claims in the context of uncertainties, using graphs from authentic scientific publications designed originally for public use. As students grapple with describing and delimiting sources of uncertainty discerned from these rather sophisticated graphs, they migrate from attributing uncertainty to themselves to climate-related phenomena. The dialogue between students appears to be instrumental in the strengthening of uncertainty-based claims and explanations.|
|Appears in Collections:||CSCL 2017|
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