Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/4527
Title: | Designing for ESM-Mediated Collaborative Science Learning |
Authors: | Dabholkar, Sugat Wilensky, Uri |
Issue Date: | Jun-2019 |
Publisher: | International Society of the Learning Sciences (ISLS) |
Citation: | Dabholkar, S. & Wilensky, U. (2019). Designing for ESM-Mediated Collaborative Science Learning. 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. 845-846). Lyon, France: International Society of the Learning Sciences. |
Abstract: | Emergent Systems Microworlds (ESM) are learning environments that combine agent-based approach of modeling complex emergent phenomena and constructionist design principles. In an ESM-based curriculum implementation, students worked in groups to explore and investigate computer-based ESMs. They shared their findings and participated in teacher- guided reflections to collaboratively construct scientific knowledge. We present an analysis of a shift in students' perceptions regarding their agency, as passive recipients or active creators of knowledge, in a science classroom. |
URI: | https://doi.dx.org/10.22318/cscl2019.845 https://repository.isls.org//handle/1/4527 |
Appears in Collections: | CSCL 2019 |
Files in This Item:
File | Size | Format | |
---|---|---|---|
845-846.pdf | 206.52 kB | Adobe PDF | View/Open |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.