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Title: Orchestrating the Multidisciplinary Implementation of a Narrative-Centered Learning Environment in Upper Elementary Classrooms
Authors: Vandenberg, Jessica
Boulden, Danielle
Cully, Kimkinyona
Elsayed, Rasha
Smith, Andy
Cheuoua, Aleata Hubbard
Minogue, James
Oliver, Kevin
Ringstaff, Cathy
Mott, Bradford
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Vandenberg, J., Boulden, D., Cully, K., Elsayed, R., Smith, A., Cheuoua, A. H., Minogue, J., Oliver, K., Ringstaff, C., & Mott, B. (2022). Orchestrating the multidisciplinary implementation of a narrative-centered learning environment in upper elementary classrooms. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1109-1112). International Society of the Learning Sciences.
Abstract: Integration of computational thinking (CT) within STEM subjects is common, although not often at the elementary school level where teachers have minimal experience with CT. We have designed and are refining INFUSECS, a narrative-centered digital learning environment to support upper elementary students’ CT and science knowledge construction as they create digital stories. We used orchestration as our theoretical framework, to examine how elementary teachers planned to approach this multidisciplinary implementation. Through a series of three focus groups, we learned that teachers planned for their students to take notes or utilize other graphic organizers to align the science content with the narrative planning, to engage in collaborative sense-making, and to observe the teacher modeling use of the INFUSECS system. Ultimately, the results have informed the next phase of our research design as we collect teacher and student level data as INFUSECS is utilized in authentic classroom settings.
Description: Short Paper
Appears in Collections:ISLS Annual Meeting 2022

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