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|Title:||Learning Science by Participating in Design: A Case Where Multiple Design Subgoals Interfere with Systematic Progress|
|Authors:||Silk, Eli M.|
Schunn, Christian D.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Silk, E. M. & Schunn, C. D. (2006). Learning Science by Participating in Design: A Case Where Multiple Design Subgoals Interfere with Systematic Progress. 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. 988-989). Bloomington, Indiana, USA: International Society of the Learning Sciences.|
|Abstract:||Two contrasting teams were analyzed qualitatively in a science unit in which students collaborate in teams to learn science concepts through a design project. The unit was focused on learning concepts of electricity by designing an electronic alarm system. The difference in the success of one of the teams to learn the science content can be attributed to their ability to focus systematic efforts on exploring one lower-level design goal at a time.|
|Appears in Collections:||ICLS 2006|
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