Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/944
Title: Children's Use of Inscriptions in Written Arguments About Socioscientific Issues
Authors: Xiao, Sihan
Sandoval, William A.
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Xiao, S. & Sandoval, W. A. (2014). Children's Use of Inscriptions in Written Arguments About Socioscientific Issues. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 1107-1111.
Abstract: Engaging with science in everyday life typically occurs in the context of socioscientific issues, situations where science can play some role in helping people come to some judgment or decision. Such issues often require the interpretation of inscriptions (graphic representations of information) to evaluate claims. Research on socioscientific reasoning has shown that students often do not use relevant science or subordinate it to personal or social concerns. Research has not yet looked explicitly into how students interpret different types of inscriptions as potential evidence for use in socioscientific reasoning. This study compares upper elementary students' use of scientific and editorial inscriptions in their arguments about socioscientific issues. Using a pre/post design, we investigate students' use of inscriptions before and after a semester of science instruction focused on the coordination of claims and evidence.
URI: https://doi.dx.org/10.22318/icls2014.1107
https://repository.isls.org//handle/1/944
Appears in Collections:ICLS2014

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