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|dc.identifier.citation||Beyer, C. & Davis, E. (2006). Characterizing the Quality of Second-Graders’ Observations and Explanations to Inform the Design of Educative Curriculum Materials. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 43-49). Bloomington, Indiana, USA: International Society of the Learning Sciences.||en_US|
|dc.description.abstract||Recording observations and constructing evidence-based explanations are key aspects of inquiry-oriented science teaching and are essential to learning authentic science. However, little is known about the kinds of observations and explanations early elementary school students can make and the ways educative curriculum materials can support students' and teachers' learning about these inquiry practices. In this study, we describe the quality of second graders' drawings and descriptions of their observations and the explanations they construct from their observations during an inquiry-based unit. Our results show that despite some success in making drawings, descriptions, and explanations, children still face many difficulties when engaged in these inquiry tasks. These findings suggest specific areas in which scaffolding for students may be warranted. The findings also point to areas where it may be important to provide additional guidance for teachers. We make recommendations for these student and teacher supports.||en_US|
|dc.publisher||International Society of the Learning Sciences||en_US|
|dc.title||Characterizing the Quality of Second-Graders’ Observations and Explanations to Inform the Design of Educative Curriculum Materials||en_US|
|Appears in Collections:||ICLS 2006|
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