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|Title:||Building Trust: Supporting Vulnerability for Doing Science in School|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Krist, C. (2020). Building Trust: Supporting Vulnerability for Doing Science in School. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 270-277). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Science education’s emphasis on supporting students’ participation in science knowledge-building practices, often through talk and collaboration, have become increasingly important goals for learning. But this emphasis creates both social and epistemic risks for students: the process of building knowledge requires continually identifying and wrestling with uncertainty, and building knowledge collectively requires making that uncertainty public. In this study, I investigate how a classroom community shifted to become a place where students regularly participated in risky science knowledge-building. I theorize that this shift occurred through a process of trust-building, and utilize this case to further elucidate the phenomenon of trust-building in the context of science learning.|
|Appears in Collections:||ICLS 2020|
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