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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1489-1490 |
| Number of pages | 2 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 3 |
| Issue number | January |
| State | Published - 2014 |
| Externally published | Yes |
| Event | 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States Duration: Jun 23 2014 → Jun 27 2014 |
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education