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|Title:||Supporting Collaborative Learning About the Nature of Science and STEM Identity Development in a High-School Biology Class in Ontario|
Slotta, James D.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Boldyreva, E., Niño-Soto, M., & Slotta, J. D. (2021). Supporting Collaborative Learning About the Nature of Science and STEM Identity Development in a High-School Biology Class in Ontario. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1153-1154). Bochum, Germany: International Society of the Learning Sciences.|
|Abstract:||Our study conducted in a Grade 11 Biology classroom focused on supporting students’ development of the 21st Century Competencies, NOS understandings, and students’ STEM identity. A scientific learning community approach, supported by technology, was implemented to improve inquiry-based learning and students’ collaboration and thinking processes. Students co-constructed a common knowledge base to make connections across topics. Our findings showed a potential of a learning community approach in helping students develop the competencies of critical thinking about resources, collaboration, and scientific argumentation, and explore their STEM identities.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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