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|Title:||Using a Resource Activation Lens to Understand Classroom Enactments of Computationally-Based Science Curricula|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Shim, J., Yoon, S., & Noushad, N. (2019). Using a Resource Activation Lens to Understand Classroom Enactments of Computationally-Based Science Curricula. 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. 937-938). Lyon, France: International Society of the Learning Sciences.|
|Abstract:||In this study, we examine how teachers use existing resources to enhance their teaching practices in a computationally-based science curriculum. We used a theoretical framework that examined how two teachers differentially activated material, cultural, social, and symbolic resources in different teaching contexts. This led to differing instantiations of their curricula and ultimately differing student learning outcomes. We discuss implications for this research in terms of the qualities of implementation that need to be emphasized in professional development activities.|
|Appears in Collections:||CSCL 2019|
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