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|Title:||Designing for Dispositions|
|Authors:||Ingram-Goble, Melissa Gresalfi. Adam|
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Ingram-Goble, M. G. (2008). Designing for Dispositions. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volume 1 (pp. 297-304). Utrecht, The Netherlands: International Society of the Learning Sciences.|
|Abstract:||The purpose of this paper is to share the results of the first round of a design experiment, the purpose of which was to intentionally provoke in students particular ways of engaging with statistics. Specifically, in this study, we sought to design a curriculum which would support students' procedural, conceptual, and critical engagement with content, in order to develop dispositions towards engaging with statistics that involved: viewing representations as reflecting real phenomena; viewing operations and representations as tools that can be intentionally leveraged to develop and support particular arguments; and viewing justification and evidence as crucial components of convincing arguments. We present the design framework and rationale, findings and analysis from the first round of implementation. Implications for both design and learning are discussed.|
|Appears in Collections:||ICLS 2008|
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