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dc.contributor.authorChakraburty, Srijita
dc.contributor.authorJeon, Minji
dc.contributor.authorGlazewski, Krista D.
dc.contributor.authorHmelo-Silver, Cindy E.
dc.contributor.authorOttenbreit-Leftwich, Anne
dc.contributor.authorJantaraweragul, Katie
dc.contributor.authorScribner, Adam
dc.contributor.authorMott, Bradford
dc.contributor.authorLester, James
dc.date.accessioned2023-10-10T16:03:37Z-
dc.date.available2023-10-10T11:57:00Z
dc.date.available2023-10-10T16:03:37Z-
dc.date.issued2023
dc.identifier.citationChakraburty, S., Jeon, M., Glazewski, K. D., Hmelo-Silver, C. E., Ottenbreit-Leftwich, A., Jantaraweragul, K., Scribner, A., Mott, B., & Lester, J. (2023). An analysis of teacher practices and student participation in contrasting activity systems in an AI educational program. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1026-1029). International Society of the Learning Sciences.en
dc.identifier.urihttps://doi.org/10.22318/icls2023.398812
dc.identifier.urihttps://repository.isls.org//handle/1/9832-
dc.descriptionShort Paperen
dc.description.abstractIn this paper, we investigated the activity systems in two contrasting upper-elementary classrooms and drew on analyses of discourse between teachers, researchers, and students during an AI curriculum intervention. We examined the role teachers’ practices played in setting the stage for classroom discussions and interaction. Despite the teachers appropriating different components of the same curriculum depending on their teaching strategies and classroom cultures, to attain the learning objectives, pre- and post-assessment results revealed that both teaching approaches led to similar student learning outcomes indicating that there are multiple ways to teach a pre-designed curriculum.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofurn:ISBN:978-1-7373306-7-7
dc.relation.ispartofProceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp. 1026-1029
dc.subjectLearning Sciencesen
dc.titleAn Analysis of Teacher Practices and Student Participation in Contrasting Activity Systems in an AI Educational Programen
dc.typeconferencePaper
dc.identifier.doi10.22318/icls2023.398812
Appears in Collections:ISLS Annual Meeting 2023

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