Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/999
Title: Between the Lines: The Role of Curriculum Materials and Teacher Language in Communicating Ideas about Scientific Modeling
Authors: Sherwood, Carrie-Anne
Bemis, Carrie Allen
Moorthy, Savitha
D'Angelo, Cynthia
Stanford, Tina
Harris, Christopher
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Sherwood, C., Bemis, C. A., Moorthy, S., D'Angelo, C., Stanford, T., & Harris, C. (2014). Between the Lines: The Role of Curriculum Materials and Teacher Language in Communicating Ideas about Scientific Modeling. 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 3. Colorado, CO: International Society of the Learning Sciences, pp. 1489-1490.
Abstract: This poster examines the extent to which teacher language is supported by innovative curriculum materials to engage students in a degree of authentic science practice, specifically looking at lessons which integrate model-based activities. Our findings describe patterns in teacher language during explicit metamodeling instruction, and also describes the ways in which this language appears to be supported by the science curriculum.
URI: https://doi.dx.org/10.22318/icls2014.1489
https://repository.isls.org//handle/1/999
Appears in Collections:ICLS2014

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