Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6595
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dc.contributor.authorSandoval, William
dc.contributor.authorKawasaki, Jarod
dc.contributor.authorClark, Heather
dc.date.accessioned2020-07-08T23:53:49Z
dc.date.accessioned2020-07-09T04:30:44Z-
dc.date.available2020-07-08T23:53:49Z
dc.date.available2020-07-09T04:30:44Z-
dc.date.issued2020-06
dc.identifier.citationSandoval, W., Kawasaki, J., & Clark, H. (2020). Fundamental Challenges to Learning to Teach Science as Practice. 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. 2429-2430). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.2429
dc.identifier.urihttps://repository.isls.org//handle/1/6595-
dc.description.abstractWe report a case study of 3 teachers working together to learn to teach science as practice that demonstrates fundamental challenges for teacher learning. One is a lack of a clear understanding of science practice as distinct from school tasks. A second is the struggle to link science concepts to the phenomena in the world they explain. A third is a need for effective strategies to support productive student talk.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleFundamental Challenges to Learning to Teach Science as Practiceen_US
dc.typePosteren_US
Appears in Collections:ICLS 2020

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