Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/579
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dc.contributor.authorWagh, Aditi
dc.contributor.authorGouvea, Julia Svoboda
dc.date.accessioned2018-11-04T23:26:23Z
dc.date.accessioned2018-11-04T22:39:46Z-
dc.date.available2018-11-04T23:26:23Z
dc.date.available2018-11-04T22:39:46Z-
dc.date.issued2018-07
dc.identifier.citationWagh, A. & Gouvea, J. S. (2018). How Does Expansive Curricular Framing Support Productive Epistemological Framing of Computational Modeling Activities?. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1137
dc.identifier.urihttps://repository.isls.org//handle/1/579-
dc.description.abstractComputational modeling can be generative for sense making of scientific phenomena. However, because models are abstractions of real world phenomena, making connections beyond them may not be straightforward. In this paper, we argue that expansive curricular framing can support productive epistemological framing of modeling, and influence how learners see their model exploration as relevant to their ongoing investigations. We present an analysis of two groups of undergraduate students investigating relative fitness of low and high mutating bacterial strains in a computational model. We demonstrate that even though the groups are comparable in the quality of work within the model, expansive curricular framing impacts students’ epistemological framing of the activity and whether students see ideas from the model as relevant in a broader scope of their investigations.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleHow Does Expansive Curricular Framing Support Productive Epistemological Framing of Computational Modeling Activities?en_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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