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|Title:||Moving Between Experience, Data and Explanation: The Role of Interactive GIS Maps in Elementary Science Sensemaking|
Van Wart, Sarah
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Lanouette, K. & Van Wart, S. (2019). Moving Between Experience, Data and Explanation: The Role of Interactive GIS Maps in Elementary Science Sensemaking. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 553-556). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||Constructing, sharing, and contesting models of the natural world is central to scientific inquiry (Latour, 1999) yet in K-12 science classrooms, students are rarely engaged in modeling processes of collecting data, authoring varied representational forms, and engaging in science argumentation. Science inquiry also tends to involve faraway locales, distant from students' extensive everyday knowledge of surrounding spaces and places (Barton & Tan, 2009). In this paper, we share findings from the most recent iteration of a larger design-based research project that directly engaged elementary students in modeling a local complex ecological system, the soil ecology underfoot in the schoolyard. We examine how 5th grade students used interactive GIS maps in whole class discussions, moving between their everyday experiences in the schoolyard, the data collection experience, and the classes' aggregated data in reasoning about complex socio-ecological relationships and explanations.|
|Appears in Collections:||CSCL 2019|
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