1. Repository of the International Society of Learning Sciences
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  3. ICLS 2018
Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/691
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dc.contributor.authorBae, Haesol
dc.contributor.authorXia, Fangli
dc.contributor.authorChen, Yuxin
dc.contributor.authorCraig, Kalani
dc.contributor.authorSilver, Cindy Hmelo
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:40:49Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:40:49Z-
dc.date.issued2018-07
dc.identifier.citationBae, H., Xia, F., Chen, Y., Craig, K., & Silver, C. H. (2018). Developing Historical Thinking in PBL Class Supported with Synergistic Scaffolding. 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 3. London, UK: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2018.1483
dc.identifier.urihttps://repository.isls.org//handle/1/691-
dc.description.abstractAs PBL has gained popularity across disciplines, there is an increasing need to understand how to successfully implement PBL in a large classroom. In this study, we investigated how PBL was used to support development of historical thinking skills in a large university history class. Video analysis showed that the instructor interacted with both the students and representational tools to provide multiple synergistic supports during the PBL sessions.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleDeveloping Historical Thinking in PBL Class Supported with Synergistic Scaffoldingen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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