Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6840
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dc.contributor.authorPanorkou, Nicole
dc.contributor.authorGermia, Erell
dc.date.accessioned2020-07-08T23:53:47Z
dc.date.accessioned2020-07-09T04:33:09Z-
dc.date.available2020-07-08T23:53:47Z
dc.date.available2020-07-09T04:33:09Z-
dc.date.issued2020-06
dc.identifier.citationPanorkou, N. & Germia, E. (2020). Examining Students’ Quantitative Reasoning in a Virtual Ecosystem Simulation of the Water Cycle. 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. 959-966). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2020.959
dc.identifier.urihttps://repository.isls.org//handle/1/6840-
dc.description.abstractIn this study, we designed and tested an instructional module to help students develop their quantitative reasoning while examining the scientific phenomenon of the water cycle. The results from a design experiment in a sixth-grade classroom showed that students exhibited reasoning that integrated science and mathematics and avoided the typical naïve conceptions about the water cycle. Specifically, students engaged in covariational and multivariational reasoning as they coordinated the simultaneous change of the quantities involved in the water cycle. They also exhibited transitive reasoning in terms of those quantities and relational reasoning connecting the water cycle to other science content. These forms of reasoning illustrate the power of mathematical reasoning for helping students construct an advanced understanding of the water cycle phenomenon. The findings also show that the context of science helped students to construct advanced forms of mathematical reasoning about quantities, illustrating the reciprocal relationship between math and science learning.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectDesignen_US
dc.titleExamining Students’ Quantitative Reasoning in a Virtual Ecosystem Simulation of the Water Cycleen_US
dc.typeLong Paperen_US
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