Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7610
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dc.contributor.authorKaur, Navneet
dc.contributor.authorDasgupta, Chandan
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:50:11Z
dc.date.accessioned2021-10-09T19:53:58Z-
dc.date.available2021-10-09T15:50:11Z
dc.date.available2021-10-09T19:53:58Z-
dc.date.issued2021-06
dc.identifier.citationKaur, N. & Dasgupta, C. (2021). Students’ Epistemological and Positional Framing in Uncertain Situations During a Collaborative Design Activity. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 899-900). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2021.899
dc.identifier.urihttps://repository.isls.org//handle/1/7610-
dc.description.abstractThis study examines students' epistemological and positional framing when they collaboratively resolve uncertainties in a problem-solving process. We qualitatively analyzed three teams' discourse from the sixth standard classroom based on their behaviors in uncertain situations during design activity. We identified four types of students' epistemological framing and three types of positional framing in our data.en_US
dc.format.extentpp. 899-900
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titleStudents’ Epistemological and Positional Framing in Uncertain Situations During a Collaborative Design Activityen_US
dc.typeConference Paperen_US
dc.typePosteren_US
Appears in Collections:ISLS Annual Meeting 2021

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