Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3226
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dc.contributor.authorChinn, Clark
dc.contributor.authorDuschl, Richard
dc.contributor.authorDuncan, Ravit
dc.contributor.authorBuckland, Luke
dc.contributor.authorPluta, William
dc.date.accessioned2020-01-09T11:21:43Z
dc.date.accessioned2020-01-09T16:46:38Z-
dc.date.available2020-01-09T11:21:43Z
dc.date.available2020-01-09T16:46:38Z-
dc.date.issued2008-06
dc.identifier.citationChinn, C., Duschl, R., Duncan, R., Buckland, L., & Pluta, W. (2008). A Microgenetic Classroom Study of Learning to Reason Scientifically through Modeling and Argumentation. 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, Volumes 3 (pp. 14-15). Utrecht, The Netherlands: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2008.3.14
dc.identifier.urihttps://repository.isls.org//handle/1/3226-
dc.description.abstractWe report on a large study of how U.S. middle-school students learned to reason scientifically in a science curriculum centered around models and argumentation. We discuss the design of our curriculum, the method of the study, and present selected results related to overall curriculum effects and to methods of promoting growth in students' reasoning.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleA Microgenetic Classroom Study of Learning to Reason Scientifically through Modeling and Argumentationen_US
dc.typePostersen_US
Appears in Collections:ICLS 2008

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