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Title: Developing a Disciplinarily Diverse Course-based Research Experience: Outcomes and Design Considerations
Authors: Papendieck, Adam
Ellins, Katherine
Clarke, Julia
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Papendieck, A., Ellins, K., & Clarke, J. (2020). Developing a Disciplinarily Diverse Course-based Research Experience: Outcomes and Design Considerations. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (pp. 1777-1778). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Synthesizing data from three years of mixed methods classroom design research, this study reports on a model for a disciplinarily diverse course-based research experience (CBRE) to enhance university-based science learning. By emphasizing disciplinary mixing, mentorship and peer feedback, the experience develops scientific skills, identities and discourses within, across and outside of disciplines. Despite tensions introduced by disciplinary diversity, we find that students gain research confidence through classroom relationship-building and a collaborative unpacking of disciplinary norms.
Appears in Collections:ICLS 2020

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