This research interrogated how four middle school science teachers connected students' personal experiences to the construction of scientific knowledge. Teachers used a video-based social learning environment (SLE) to elicit student and familial knowledge. We examined how teachers leveraged technology to validate the ways that race, language, and culture, through the lens of identity, were critical in students' construction of science knowledge. The SLE prompts used by teachers were analyzed and findings are discussed.
|Original language||English (US)|
|Title of host publication||14th International Conference of the Learning Sciences|
|Subtitle of host publication||The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings|
|Editors||Melissa Gresalfi, Ilana Seidel Horn|
|Publisher||International Society of the Learning Sciences (ISLS)|
|Number of pages||2|
|State||Published - 2020|
|Event||14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States|
Duration: Jun 19 2020 → Jun 23 2020
|Name||Computer-Supported Collaborative Learning Conference, CSCL|
|Conference||14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020|
|Period||6/19/20 → 6/23/20|
Bibliographical noteFunding Information:
This work was funded by the National Science Foundation under Grant #1657088. Special thanks to all of the teachers, students, and parents who participated in this work and shared their thoughts and ideas with us.
© 2020 International Society of the Learning Sciences (ISLS). All rights reserved.