Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/675
Title: Teachers’ Mediation of Students’ Interactions with Physical and Virtual Scientific Models in Biology
Authors: Martin, Nicole D.
Gnesdilow, Dana
Puntambekar, Sadhana
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Martin, N. D., Gnesdilow, D., & Puntambekar, S. (2018). Teachers’ Mediation of Students’ Interactions with Physical and Virtual Scientific Models in Biology. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.
Abstract: This study explored the mediating role that teachers play in helping students utilize multiple models as tools for scientific thinking. We analyzed two teachers' discourse as they facilitated students' use of virtual and physical models and compared their students' understanding of and engagement with models during a biology unit. We found that one teacher had significantly more talk than the other about the affordances and constraints of models, and his students more purposefully used the affordances of the models to engage in scientific thinking on their own and seemed to learn more about affordances and constraints of scientific models than students in the other teacher’s class. Our findings suggest that the ways in which teachers talk about the affordances and constraints of scientific models is important for students to understand and utilize them as tools for thinking and building knowledge.
URI: https://doi.dx.org/10.22318/cscl2018.280
https://repository.isls.org//handle/1/675
Appears in Collections:ICLS 2018

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