Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/686
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dc.contributor.authorManz, Eve
dc.date.accessioned2018-11-04T23:14:21Z
dc.date.accessioned2018-11-04T22:40:46Z-
dc.date.available2018-11-04T23:14:21Z
dc.date.available2018-11-04T22:40:46Z-
dc.date.issued2018-07
dc.identifier.citationManz, E. (2018). Designing for and Analyzing Productive Uncertainty in Science Investigations. 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.288
dc.identifier.urihttps://repository.isls.org//handle/1/686-
dc.description.abstractThis paper explores methods to design and analyze learning environments in which uncertainty is incorporated into students’ activity to support the development of science practices and content understandings. I describe how a second grade landforms investigation was designed to incorporate productive uncertainty about the relationships between phenomenon, empirical investigation, evidence, and explanation. I then describe, apply, and reflect on an analytic method to trace uncertainty through (1) instantiation in the learning environment (2) recognition and introduction into conversation, and (3) conversations in which uncertainty supports participation in science practices.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleDesigning for and Analyzing Productive Uncertainty in Science Investigationsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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