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dc.contributor.authorMills, Kelly
dc.contributor.authorBonsignore, Elizabeth
dc.contributor.authorClegg, Tamara
dc.contributor.authorYip, Jason
dc.contributor.authorAhn, June
dc.contributor.authorPauw, Daniel
dc.contributor.authorPitt, Caroline
dc.date.accessioned2020-06-10T13:51:56Z
dc.date.accessioned2020-06-10T20:03:32Z-
dc.date.available2020-06-10T13:51:56Z
dc.date.available2020-06-10T20:03:32Z-
dc.date.issued2019-06
dc.identifier.citationMills, K., Bonsignore, E., Clegg, T., Yip, J., Ahn, J., Pauw, D., & Pitt, C. (2019). Social Media in the Science Classroom: Bridging Funds of Knowledge to Scientific Concepts. 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. 605-607). Lyon, France: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2019.605
dc.identifier.urihttps://repository.isls.org//handle/1/4467-
dc.description.abstractWe used design-based research to investigate an extended professional learning experience to prepare teachers to embed computational thinking in elementary science. Opportunities to interact synchronously in a community of practice - including through in- person engagement in embodied challenges, discussion, and resource sharing, appeared to productively support teacher preparedness to embed CT in their science teaching. However, asynchronous collaboration via an online platform was less effective. We describe planned adjustments for future iterations of the program.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleSocial Media in the Science Classroom: Bridging Funds of Knowledge to Scientific Conceptsen_US
dc.typeShort Papersen_US
Appears in Collections:CSCL 2019

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