Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8969
Title: Navigating Making Space: Attending to Multiple Learning Pathways in Science Learning
Authors: Bell, Adam
Lee, Sarah
Haverly, Christa
Pierson, Ashlyn
Keifert, Danielle
Johnson, Heather
Salgado, Michelle
Shim, Soo-Yean
Krist, Christina
Nation, Jasmine
Kang, Hosun
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Bell, A., Lee, S., Haverly, C., Pierson, A., Keifert, D., Johnson, H., Salgado, M., Shim, S., Krist, C., Nation, J., & Kang, H. (2022). Navigating making space: Attending to multiple learning pathways in science learning. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1691-1698). International Society of the Learning Sciences.
Abstract: Over the past decade, science education has been pushed to an inflection point. What was once a given of scalable standards-based science education is now being reimagined as adaptable models for teaching science through collaborative student-led sensemaking. This tension of supporting individual students’ ways of knowing and being in coordination with canonical STEM practices has teachers caught between a paradigmatic binary. The field of the Learning Sciences provides comprehensive knowledge about the need for opening up diverse learning pathways in the classroom, yet little is discussed about what to do once those learning pathways are made visible. In this symposium, the authors consider how teachers “make space” for student contributions in classroom-based science education, and consequently, analyze what happens after it is made.
Description: Symposium
URI: https://dx.doi.org/10.22318/icls2022.1691
https://repository.isls.org//handle/1/8969
Appears in Collections:ISLS Annual Meeting 2022

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