Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4513
Title: Rural Students' Cultural Assets During Science Argumentation
Authors: Sun, Jingjing
Miller, Brian W.
Finlay, Michael
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Sun, J., Miller, B. W., & Finlay, M. (2019). Rural Students' Cultural Assets During Science Argumentation. 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. 817-818). Lyon, France: International Society of the Learning Sciences.
Abstract: Rural students have lower academic achievement in science. Recent research has suggested that contextualizing science instruction in rural life can help rural students learn science. This study uses discourse analysis to show how collaborative argumentative science discussions that give students interpretive authority can help students access cultural resources. Early results indicate the potential benefits of integrating collaborative argumentation in science teaching and learning among rural students.
URI: https://doi.dx.org/10.22318/cscl2019.817
https://repository.isls.org//handle/1/4513
Appears in Collections:CSCL 2019

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