Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6538
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dc.contributor.authorStephens, A. Lynn
dc.contributor.authorSt. Clair, Natalya
dc.contributor.authorEdiss, Brandi
dc.contributor.authorLee, Hee-Sun
dc.date.accessioned2020-07-08T23:53:49Z
dc.date.accessioned2020-07-09T04:30:18Z-
dc.date.available2020-07-08T23:53:49Z
dc.date.available2020-07-09T04:30:18Z-
dc.date.issued2020-06
dc.identifier.citationStephens, A. L., St. Clair, N., Ediss, B., & Lee, H. (2020). Scaffolding a Lesson With Noisy Data: One Physics Lesson, Two Teacher Approaches. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2301-2304). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.2301
dc.identifier.urihttps://repository.isls.org//handle/1/6538-
dc.description.abstractWhen enacting a high school physics curricular unit that involved student investigations with sensors, two teachers were observed preparing their students to engage with noisy data. We use videotape analysis to characterize their scaffolding choices and draw on classroom observation notes to enrich the descriptions. We find that during their introductory whole-class discussion of the investigation, one teacher focused on helping students consider how to construct the physical set-ups to get the data they wanted, while the other teacher focused on having students identify all the variables that could come into play. The teachers differed on what to scaffold and when, including which aspects of set-up design to specify versus which to elicit from their students. Taken together, the scaffolding strategies these teachers used during whole-class guided discussion offer several new ideas for preparing students to engage productively with noisy data.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleScaffolding a Lesson With Noisy Data: One Physics Lesson, Two Teacher Approachesen_US
dc.typeShort Paperen_US
Appears in Collections:ICLS 2020

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