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https://repository.isls.org//handle/1/2881| Title: | Incorporating Affect in an Engineering Student's Epistemological Dynamics |
| Authors: | Danielak, Brian A. Gupta, Ayush Elby, Andrew |
| Issue Date: | Jun-2010 |
| Publisher: | International Society of the Learning Sciences (ISLS) |
| Citation: | Danielak, B. A., Gupta, A., & Elby, A. (2010). Incorporating Affect in an Engineering Student's Epistemological Dynamics. 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. 411-412). Chicago IL: International Society of the Learning Sciences. |
| Abstract: | Research has linked a student's affect to her epistemology (Boaler & Greeno, 2000), but those constructs often apply broadly to a discipline and/or classroom culture. Independently, an emerging line of research shows that a student in a given classroom and discipline can shift between multiple locally coherent epistemological stances (Hammer, Elby, Scherr, & Redish, 2005). Our case study of Judy, an undergraduate engineering major, begins our long-term effort at uniting these two bodies of literature. |
| URI: | https://doi.dx.org/10.22318/icls2010.2.411 https://repository.isls.org//handle/1/2881 |
| Appears in Collections: | ICLS 2010 |
Files in This Item:
| File | Size | Format | |
|---|---|---|---|
| 411-412.pdf | 178.89 kB | Adobe PDF | View/Open |
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