1. Repository of the International Society of Learning Sciences
  2. Conferences
  3. ICLS 2006
Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3660
Full metadata record
DC FieldValueLanguage
dc.contributor.authorSilk, Eli M.
dc.contributor.authorSchunn, Christian D.
dc.date.accessioned2019-05-20T02:44:29Z
dc.date.accessioned2020-01-09T19:05:07Z-
dc.date.available2019-05-20T02:44:29Z
dc.date.available2020-01-09T19:05:07Z-
dc.date.issued2006-06
dc.identifier.citationSilk, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2006.988
dc.identifier.urihttps://repository.isls.org//handle/1/3660-
dc.description.abstractTwo 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.titleLearning Science by Participating in Design: A Case Where Multiple Design Subgoals Interfere with Systematic Progressen_US
dc.typePostersen_US
Appears in Collections:ICLS 2006

Files in This Item:
File SizeFormat 
988-989.pdf147.62 kBAdobe PDFView/Open
Show simple item record


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.