Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7509
Title: Elementary Science Teachers’ Use of Representations to Build Shared Understanding from Students’ Diverse Ideas and Practices
Authors: Pierson, Ashlyn
Keifert, Danielle
Lee, Sarah
Henrie, Andrea
Johnson, Heather
Enyedy, Noel
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Pierson, A., Keifert, D., Lee, S., Henrie, A., Johnson, H., & Enyedy, N. (2021). Elementary Science Teachers’ Use of Representations to Build Shared Understanding from Students’ Diverse Ideas and Practices. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 505-508). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Multiple representations of a phenomenon can support science learning. Legitimizing diverse representational resources can also create more equitable learning environments. In this paper, we present cases from a year-long professional development with in-service elementary teachers designed to support science teaching with representations, and we closely analyze how two teachers prioritized making space for students’ diverse ideas and practices as a foundation for these understandings. Through this work, we identified practices and purposes for connecting representations and illustrated how teachers addressed tensions between accountability to standards and creating space for students’ resources.
URI: https://doi.dx.org/10.22318/icls2021.505
https://repository.isls.org//handle/1/7509
Appears in Collections:ISLS Annual Meeting 2021

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