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dc.contributor.authorMcDonald, Scott
dc.contributor.authorWray, Kraig
dc.contributor.authorMcCausland, Jonathan
dc.contributor.authorBateman, Kathryn
dc.contributor.authorPallant, Amy
dc.contributor.authorLee, Hee-Sun
dc.identifier.citationMcDonald, S., Wray, K., McCausland, J., Bateman, K., Pallant, A., & Lee, H. (2020). Taking Up the Mantle of Knowing: Supporting Student Engagement in Progressive Scientific Discourse in Geoscience. 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. 565-568). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.description.abstractLearning science involves students engaging in disciplinary discourses. In this case study, middle school earth science students were led through an online module designed to support the exploration of plate tectonics through the use of interactive data visualization and simulation tools. This study investigates how teacher questioning, curricular features, or other student’s talk scaffold progressive discourse. Preliminarily findings revealed that students’ participation in progressive discourse is predicated on teacher-supported sensemaking and a learning environment that scaffolds student questioning and exploration.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectLearning and Identityen_US
dc.titleTaking Up the Mantle of Knowing: Supporting Student Engagement in Progressive Scientific Discourse in Geoscienceen_US
dc.typeShort Paperen_US
Appears in Collections:ICLS 2020

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