Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6588
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dc.contributor.authorGullickson, Elena Contreras
dc.contributor.authorVarma, Keisha
dc.date.accessioned2020-07-08T23:53:49Z
dc.date.accessioned2020-07-09T04:30:40Z-
dc.date.available2020-07-08T23:53:49Z
dc.date.available2020-07-09T04:30:40Z-
dc.date.issued2020-06
dc.identifier.citationGullickson, E. C. & Varma, K. (2020). Student Voice and Student Choice: Middle School Science Teachers Foster Identity Using a Social Learning Environment. 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. 2415-2416). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.2415
dc.identifier.urihttps://repository.isls.org//handle/1/6588-
dc.description.abstractThis research seeks to interrogate how four middle school science teachers connect students’ personal experiences to the construction of scientific knowledge. In this paper we examine how teachers leverage technology to validate the ways that race, language, and culture, through the lens of identity, are critical in students’ construction of science knowledge. In an attempt to bridge this disconnect, teachers use a video-based social learning environment (SLE) to elicit student and familial knowledge to be used during science instruction. The SLE prompts used by teachers are analyzed and findings are discussed.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleStudent Voice and Student Choice: Middle School Science Teachers Foster Identity Using a Social Learning Environmenten_US
dc.typePosteren_US
Appears in Collections:ICLS 2020

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