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|Title:||How Knowledge-in-Pieces Informs Research in Math-Bio Education|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Lira, M. (2020). How Knowledge-in-Pieces Informs Research in Math-Bio Education. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 106-113). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Recent growth in Discipline-Based Educational Research presents opportunities for extending and refining theory from the Learning Sciences. I present two investigations that leveraged Knowledge-in-Pieces approaches to add theoretical specificity to characterizing the challenges and opportunities undergraduate biology students experience when coordinating knowledge of mathematical and physical models. Clinical interviews demonstrated that students do use knowledge of equations to dynamically assemble an intuitive but productive understanding of physical quantities. Moreover, student reasoning stabilized around the equation. Think-aloud protocols illustrated that using a multi-representational learning technology (NetLogo) to problematize students’ reasoning de-stabilized their knowledge to shift them towards constructing the productive understanding and conferred a learning benefit on a multi-representational assessment. These investigations illustrate that Knowledge-in-Pieces approaches can inform the design of undergraduate biology education learning environments that aim to use mathematical representations.|
|Appears in Collections:||ICLS 2020|
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