Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/758
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dc.contributor.authorDavis, Pryce
dc.date.accessioned2018-11-04T23:35:55Z
dc.date.accessioned2018-11-04T22:41:39Z-
dc.date.available2018-11-04T23:35:55Z
dc.date.available2018-11-04T22:41:39Z-
dc.date.issued2018-07
dc.identifier.citationDavis, P. (2018). Transporting Knowledge: A Case Study of Meaning Making on the Pathways of Science Communication. 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/cscl2018.1603
dc.identifier.urihttps://repository.isls.org//handle/1/758-
dc.description.abstractIn this paper I study scientists, reporters, and news readers as they produce and/or interpret scientific texts. Imagining all of these actors as science learners allows me to compare across their individual understandings to follow ideas through the pathways of science communication. I provide a case study of how one scientist's understandings causes difficulties for a reporter and two news readers. This case problematizes popular assumptions about the causes of public misunderstandings of science.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc. [ISLS].en_US
dc.titleTransporting Knowledge: A Case Study of Meaning Making on the Pathways of Science Communicationen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS 2018

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