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DC Field | Value | Language |
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dc.contributor.author | Gullickson, Elena Contreras | |
dc.contributor.author | Varma, Keisha | |
dc.date.accessioned | 2020-07-08T23:53:49Z | |
dc.date.accessioned | 2020-07-09T04:30:40Z | - |
dc.date.available | 2020-07-08T23:53:49Z | |
dc.date.available | 2020-07-09T04:30:40Z | - |
dc.date.issued | 2020-06 | |
dc.identifier.citation | Gullickson, 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.uri | https://doi.dx.org/10.22318/icls2020.2415 | |
dc.identifier.uri | https://repository.isls.org//handle/1/6588 | - |
dc.description.abstract | This 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.iso | en | en_US |
dc.publisher | International Society of the Learning Sciences (ISLS) | en_US |
dc.subject | Teaching and Teacher Learning | en_US |
dc.title | Student Voice and Student Choice: Middle School Science Teachers Foster Identity Using a Social Learning Environment | en_US |
dc.type | Poster | en_US |
Appears in Collections: | ICLS 2020 |
Files in This Item:
File | Size | Format | |
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2415-2416.pdf | 197.45 kB | Adobe PDF | View/Open |
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