Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/6786
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. |
URI: | https://doi.dx.org/10.22318/icls2020.831 https://repository.isls.org//handle/1/6786 |
Appears in Collections: | ICLS 2020 |
Files in This Item:
File | Size | Format | |
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831-832.pdf | 219.85 kB | Adobe PDF | View/Open |
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