@inproceedings{6cf05fb3c5b14e4bb27af16ab77e250b,
title = "Building Trust: Supporting Vulnerability for Doing Science in School",
abstract = "Science education{\textquoteright}s emphasis on supporting students{\textquoteright} participation in science knowledge-building practices, often through talk and collaboration, have become increasingly important goals for learning. But this emphasis creates both social and epistemic risks for students: the process of building knowledge requires continually identifying and wrestling with uncertainty, and building knowledge collectively requires making that uncertainty public. In this study, I investigate how a classroom community shifted to become a place where students regularly participated in risky science knowledge-building. I theorize that this shift occurred through a process of trust-building, and utilize this case to further elucidate the phenomenon of trust-building in the context of science learning.",
keywords = "learning, identity",
author = "Christina Krist",
note = "Funding Information: This research was funded by the NAEd/Spencer Postdoctoral Fellowship program; original data collection was funded by the National Science Foundation Grant DRL-1020316 to Northwestern University and by the NAEd/Spencer Dissertation Fellowship Program. Any opinions, findings, conclusions, or recommendations expressed here are those of the author and do not reflect the official views of the organizations above. I would also like to thank Elizabeth Dyer, Enrique Suarez, and Deborah Ball for their thoughtful critiques and feedback on this ongoing work. Publisher Copyright: {\textcopyright} 2020 International Society of the Learning Sciences (ISLS). All rights reserved.; 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 ; Conference date: 19-06-2020 Through 23-06-2020",
year = "2020",
month = jun,
doi = "10.22318/icls2020.270",
language = "English (US)",
series = "Computer-Supported Collaborative Learning Conference, CSCL",
publisher = "International Society of the Learning Sciences (ISLS)",
pages = "270--277",
editor = "Melissa Gresalfi and Horn, {Ilana Seidel}",
booktitle = "14th International Conference of the Learning Sciences",
}