Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6735
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dc.contributor.authorHerrick, Imogen
dc.contributor.authorMatewos, Ananya
dc.contributor.authorLombardi, Doug
dc.date.accessioned2020-07-08T23:53:47Z
dc.date.accessioned2020-07-09T04:32:01Z-
dc.date.available2020-07-08T23:53:47Z
dc.date.available2020-07-09T04:32:01Z-
dc.date.issued2020-06
dc.identifier.citationHerrick, I., Matewos, A., & Lombardi, D. (2020). Examining Shared Strategies for Knowledge Construction in NGSS-Aligned Instructional Scaffold. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 713-716). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.713
dc.identifier.urihttps://repository.isls.org//handle/1/6735-
dc.description.abstractIn this study we examined a group of middle school students engaging in an NGSS-aligned lesson, using an instructional scaffold (Model-Evidence-Link Diagram) to support their argumentation and meaning making process. We chose to code inductively for emerging patterns in their discourse to identify moments of shared knowledge construction of complex Earth and Space science topics. Our results found that paraphrasing was a key strategy that students used to reach understanding together and to ensure group members reached consensus. These findings suggest that rephrasing concepts in familiar terms is essential to deriving meaning and being able to utilize new concepts for higher level reasoning and argumentation, and critical evaluation of scientific models.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectLearning and Identityen_US
dc.titleExamining Shared Strategies for Knowledge Construction in NGSS-Aligned Instructional Scaffolden_US
dc.typeShort Paperen_US
Appears in Collections:ICLS 2020

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