Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4527
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dc.contributor.authorDabholkar, Sugat
dc.contributor.authorWilensky, Uri
dc.date.accessioned2020-06-10T13:52:24Z
dc.date.accessioned2020-06-10T20:03:50Z-
dc.date.available2020-06-10T13:52:24Z
dc.date.available2020-06-10T20:03:50Z-
dc.date.issued2019-06
dc.identifier.citationDabholkar, 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.identifier.urihttps://doi.dx.org/10.22318/cscl2019.845
dc.identifier.urihttps://repository.isls.org//handle/1/4527-
dc.description.abstractEmergent 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.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleDesigning for ESM-Mediated Collaborative Science Learningen_US
dc.typePostersen_US
Appears in Collections:CSCL 2019

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