Abstract
As science classrooms are reformed to involve learners in science practices, these new classroom interactions require dramatic shifts for many science classrooms. This shift in classroom norms requires students to shift their understanding of the goals of their work and their roles in building knowledge. It is critical to understand the tensions that emerge for students as they adjust to this new environment in order to better support this transformation.
Original language | English (US) |
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Title of host publication | 12th International Conference of the Learning Sciences, ICLS 2016 |
Subtitle of host publication | Transforming Learning, Empowering Learners, Proceedings |
Editors | Chee-Kit Looi, Joseph L. Polman, Peter Reimann, Ulrike Cress |
Publisher | International Society of the Learning Sciences (ISLS) |
Pages | 1219-1220 |
Number of pages | 2 |
Volume | 2 |
ISBN (Electronic) | 9780990355083 |
State | Published - 2016 |
Event | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore Duration: Jun 20 2016 → Jun 24 2016 |
Other
Other | 12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 |
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Country/Territory | Singapore |
City | Singapore |
Period | 6/20/16 → 6/24/16 |
Keywords
- Classroom norms
- Collaborative knowledge building
- Science practices
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education