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Title: Abstraction in Disciplinary Problem Solving
Authors: Karch, Jessica
Sevian, Hannah
Keywords: Learning and Identity
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Karch, J. & Sevian, H. (2020). Abstraction in Disciplinary Problem Solving. 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. 831-832). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: Much research on abstraction in learning has focused on domain-general abstraction as a developmental capacity or as a process of knowledge construction. However, this does not capture abstraction that happens in-the-moment as students make sense of novel phenomena and problem contexts. We operationalize abstraction in-the-moment as the extent to which students integrate prior knowledge while manipulating and transforming a problem space, and propose 4 actions of changing abstractness: concretizing, manipulating, restructuring, and generalizing.
Appears in Collections:ICLS 2020

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