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|dc.identifier.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.||en_US|
|dc.description.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.||en_US|
|dc.publisher||International Society of the Learning Sciences (ISLS)||en_US|
|dc.title||Designing for ESM-Mediated Collaborative Science Learning||en_US|
|Appears in Collections:||CSCL 2019|
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