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|Title:||Examining Science Identity Development in a Disciplinary Role-taking Multimodal Composing Environment|
Kibler, Kristin Watson
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Jiang, S., Shen, J., Smith, B., & Kibler, K. W. (2018). Examining Science Identity Development in a Disciplinary Role-taking Multimodal Composing Environment. 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.|
|Abstract:||This study explored sixth graders’ science identity development in an integrated STEAM course. Data sources include online surveys, semi-structured group interviews, and students’ multimodal artifacts. The results showed that (1) Multimodal composing practices extended students’ understanding of scientific knowledge and practices; (2) Taking the role of scientist made students actively think about what scientists would do in their professions; (3) Some students developed hybrid roles to resolve science identity conflicts and transitions.|
|Appears in Collections:||ICLS 2018|
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