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Making Meaning of Scientific Practic...

Ko, Mon-Lin Monica.

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Making Meaning of Scientific Practices: Exploring the Pathways and Variations of Classrooms Engaging in Science Practices.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Making Meaning of Scientific Practices: Exploring the Pathways and Variations of Classrooms Engaging in Science Practices./
Author:	Ko, Mon-Lin Monica.
Description:	298 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556621
ISBN:	9781267988614

Making Meaning of Scientific Practices: Exploring the Pathways and Variations of Classrooms Engaging in Science Practices.
Ko, Mon-Lin Monica.

Making Meaning of Scientific Practices: Exploring the Pathways and Variations of Classrooms Engaging in Science Practices. - 298 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ph.D.)--Northwestern University, 2013.

A focus of reforms in standards, learning environments, teacher preparation programs and professional development is to support teachers' and students' engagement with scientific practices such as argumentation, modeling and generating explanations for real-world phenomena (NRC, 2011). Engaging in these practices in authentic ways requires that students be positioned at the center of conducting investigations and making sense of their findings through knowledge building discourse. Thus, scientific practices seek to support the science learning as an integration of social processes, epistemic practices and the development of rich disciplinary ideas of science.

ISBN: 9781267988614Subjects--Topical Terms:

1017897
Education, Sciences.

Making Meaning of Scientific Practices: Exploring the Pathways and Variations of Classrooms Engaging in Science Practices.
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020 $a 9781267988614
035 $a (MiAaPQ)AAI3556621
035 $a AAI3556621
040 $a MiAaPQ $c MiAaPQ
100 1 $a Ko, Mon-Lin Monica. $3 2096720
245 1 0 $a Making Meaning of Scientific Practices: Exploring the Pathways and Variations of Classrooms Engaging in Science Practices.
300 $a 298 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Adviser: Brian J. Reiser.
502 $a Thesis (Ph.D.)--Northwestern University, 2013.
520 $a A focus of reforms in standards, learning environments, teacher preparation programs and professional development is to support teachers' and students' engagement with scientific practices such as argumentation, modeling and generating explanations for real-world phenomena (NRC, 2011). Engaging in these practices in authentic ways requires that students be positioned at the center of conducting investigations and making sense of their findings through knowledge building discourse. Thus, scientific practices seek to support the science learning as an integration of social processes, epistemic practices and the development of rich disciplinary ideas of science.
520 $a This approach to science learning may present substantial challenges for teachers and students as they bring scientific practices into their classroom. In this dissertation, I investigate variations in how classrooms take up scientific practices and how these variations may relate to the development of disciplinary ideas. In the context of a set of lessons that focus on modeling and explanation, I followed four 6th grade teachers as they enacted the same lessons, tracing differences in how each class motivated and made sense of investigations to construct evidence-based explanations. I argue that although classrooms engage with the same set of phenomena and investigations, resources and activities take different meanings to teachers and students, due to variations in how they are enacted in the classroom. While all classrooms managed to connect investigations to raising questions about phenomena, they differed in how connected the performance of investigations was to the ongoing attempt to build and revise explanatory models. Thus, in some classrooms there was appeared to be a more coherent practice of developing, testing and revising models to explain phenomena, in which investigations were connected as a means to further that model building practice.
520 $a My findings underscore the importance of understanding how to scaffold important sensemaking discussions for students as they argue, reason and critique candidate ideas to understand the purpose of scientific investigations and ways of generating inferences and explanations from their investigations. This study presents a framework for ways that scientific practices become meaningful for students, and implications for how we support both teachers' and students' engagement with these practices.
590 $a School code: 0163.
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Instructional Design. $3 1669073
690 $a 0714
690 $a 0447
710 2 $a Northwestern University. $b Education and Social Policy - Learning Sciences. $3 1058233
773 0 $t Dissertation Abstracts International $g 74-07A(E).
790 $a 0163
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556621