Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6438
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dc.contributor.authorPapendieck, Adam
dc.contributor.authorEllins, Katherine
dc.contributor.authorClarke, Julia
dc.date.accessioned2020-07-08T23:53:48Z
dc.date.accessioned2020-07-09T04:29:38Z-
dc.date.available2020-07-08T23:53:48Z
dc.date.available2020-07-09T04:29:38Z-
dc.date.issued2020-06
dc.identifier.citationPapendieck, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.1777
dc.identifier.urihttps://repository.isls.org//handle/1/6438-
dc.description.abstractSynthesizing 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectDesignen_US
dc.titleDeveloping a Disciplinarily Diverse Course-based Research Experience: Outcomes and Design Considerationsen_US
dc.typePosteren_US
Appears in Collections:ICLS 2020

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