Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/918
Title: Teachers' Values in Co-Design of an Art-Science-Computation Unit
Authors: Finch, Lila
Shapiro, R. Benjamin
Carstens, Franziska
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Finch, L., Shapiro, R. B., & Carstens, F. (2018). Teachers' Values in Co-Design of an Art-Science-Computation Unit. 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 1. London, UK: International Society of the Learning Sciences.
Abstract: Creating learning environments that bring together the arts, sciences, and computing in education could provide avenues for changing stagnant practices within those disciplines that currently marginalize people with non-normative identities and practices. We examine the co-design process of an interdisciplinary group of teachers crafting a transdisciplinary art-science-computation curriculum unit for their classrooms. Within this context, teachers engaged in richly metarepresentational discussions wherein they applied values and practices from all three constituent fields of study in their design work. We present the results of a qualitative analysis of teacher discourse, showing the wide variety of epistemic criteria marshalled by teachers within design discussions as they connected their ordinarily separate disciplines.
URI: https://doi.dx.org/10.22318/cscl2018.663
https://repository.isls.org//handle/1/918
Appears in Collections:ICLS 2018

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