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dc.contributor.authorRivet, Ann E.
dc.contributor.authorWeiser, Gary
dc.contributor.authorLyu, Xiaoxin
dc.contributor.authorLi, Yi
dc.contributor.authorRojas-Perilla, Diego
dc.date.accessioned2017-06-19T11:36:17Z
dc.date.accessioned2017-06-19T09:42:58Z-
dc.date.available2017-06-19T11:36:17Z
dc.date.available2017-06-19T09:42:58Z-
dc.date.issued2016-07
dc.identifier.citationRivet, A. E., Weiser, G., Lyu, X., Li, Y., & Rojas-Perilla, D. (2016). What Are Crosscutting Concepts in Science? Four Metaphorical Perspectives In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://repository.isls.org/handle/1/356-
dc.identifier.urihttps://doi.dx.org/10.22318/icls2016.149
dc.description.abstractTo think more productively about the role of crosscutting concepts (CCCs) and how they influence students’ three-dimensional science understandings of phenomena, we took a hermeneutic approach to examine the literature and language of the Next Generation Science Standards and its supporting documents. Using the perspective of Lakoff and Johnson (2003)’s conceptual metaphors, our analysis identified a set of four metaphorical perspectives – CCCs AS LENSES, CCCs AS BRIDGES, CCCs AS TOOLS, and CCCs AS RULES – that the texts use to describe the role of CCCs in three-dimensional science learning. We discuss the affordances and limitations of each perspective, their implications for instruction and assessment design, and directions for future research.en_US
dc.language.isoenen_US
dc.publisherSingapore: International Society of the Learning Sciencesen_US
dc.titleWhat Are Crosscutting Concepts in Science? Four Metaphorical Perspectivesen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2016

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