Scaffolding a knowledge community for high school physics

Mike Tissenbaum, James D. Slotta

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This paper presents a design study of a collective inquiry model for high school Physics, where student-contributions are captured, aggregated, tagged and represented in a coherent visualization. We have developed a flexible technology layer that supports the aggregation of peer responses, including the collection of student explanations and semantic tags. We investigate collaborative inquiry scripts and discuss how they must comprise both the (macro) scripts that are enacted over a long-term curriculum, and the (micro) scripts that are enacted in class. We outline our rationale for inquiry design in Physics, the role scripting and orchestration play in the successful implementation of this curriculum, the role of the "smart classroom" in their enactment, and three successive iterations of our curriculum.

Original languageEnglish (US)
Title of host publication10th International Conference of the Learning Sciences
Subtitle of host publicationThe Future of Learning, ICLS 2012 - Proceedings
Pages436-440
Number of pages5
StatePublished - Dec 1 2012
Externally publishedYes
Event10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Sydney, NSW, Australia
Duration: Jul 2 2012Jul 6 2012

Publication series

Name10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012 - Proceedings
Volume2

Other

Other10th International Conference of the Learning Sciences: The Future of Learning, ICLS 2012
Country/TerritoryAustralia
CitySydney, NSW
Period7/2/127/6/12

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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