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|Title:||Elementary Science Teachers’ Use of Representations to Build Shared Understanding from Students’ Diverse Ideas and Practices|
|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.|
|Appears in Collections:||ISLS Annual Meeting 2021|
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