Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6786
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dc.contributor.authorKarch, Jessica
dc.contributor.authorSevian, Hannah
dc.date.accessioned2020-07-08T23:53:47Z
dc.date.accessioned2020-07-09T04:32:33Z-
dc.date.available2020-07-08T23:53:47Z
dc.date.available2020-07-09T04:32:33Z-
dc.date.issued2020-06
dc.identifier.citationKarch, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.831
dc.identifier.urihttps://repository.isls.org//handle/1/6786-
dc.description.abstractMuch 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectLearning and Identityen_US
dc.titleAbstraction in Disciplinary Problem Solvingen_US
dc.typePosteren_US
Appears in Collections:ICLS 2020

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