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dc.contributor.authorShen, Ji
dc.date.accessioned2019-05-20T02:43:06Z
dc.date.accessioned2020-01-09T19:04:33Z-
dc.date.available2019-05-20T02:43:06Z
dc.date.available2020-01-09T19:04:33Z-
dc.date.issued2006-06
dc.identifier.citationShen, J. (2006). Tools and Task Structures in Modeling Balance Beam. 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 2 (pp. 695-701). Bloomington, Indiana, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2006.695
dc.identifier.urihttps://repository.isls.org//handle/1/3577-
dc.description.abstractIn the study I investigated the role of tools and task structures for science teachers of K- 8 on the topic of balance in a professional development course. The findings show that the teachers tended to generate an additive rule, which is limited and contextualized, of balance condition, and failed to incorporate the more general multiplicative rule when thinking about balance. The study also shows that the teachers had difficulty in grasping a mathematical formula of balance condition. The learning outcome was partly a natural result of the materials the teachers used and the tasks they carried out. I conclude that learning tools and instructional tasks provide opportunities for understanding science content, but the understanding is confined to the tools and tasks employed.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleTools and Task Structures in Modeling Balance Beamen_US
dc.typePapersen_US
Appears in Collections:ICLS 2006

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