Exploring middle school students' use of inscriptions in project-based science classrooms This paper was edited by former Section Coeditors Gregory J. Kelly and Richard E. Mayer
dc.contributor.author | Wu, Hsin-Kai | en_US |
dc.contributor.author | Krajcik, Joseph S. | en_US |
dc.date.accessioned | 2007-09-18T19:19:04Z | |
dc.date.available | 2007-09-18T19:19:04Z | |
dc.date.issued | 2006-09 | en_US |
dc.identifier.citation | Wu, Hsin-Kai; Krajcik, Joseph S. (2006). "Exploring middle school students' use of inscriptions in project-based science classrooms This paper was edited by former Section Coeditors Gregory J. Kelly and Richard E. Mayer ." Science Education 90(5): 852-873. <http://hdl.handle.net/2027.42/55781> | en_US |
dc.identifier.issn | 0036-8326 | en_US |
dc.identifier.issn | 1098-237X | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/55781 | |
dc.description.abstract | This study explores seventh graders' use of inscriptions in a teacher-designed project-based science unit. To investigate students' learning practices during the 8-month water quality unit, we collected multiple sources of data (e.g., classroom video recordings, student artifacts, and teacher interviews) and employed analytical methods that drew from a naturalistic approach. The findings showed that throughout the unit, provided with the teachers' scaffold and social, conceptual, and material resources, the seventh graders were able to use various inscriptions (e.g., digital pictures, Web pages, and models) to demonstrate meaningful inscriptional practices such as creating and using inscriptions to make arguments, to represent conceptual understandings, and to engage in thoughtful discussions. Inscriptions and associated practices provided students with experiences and understandings about certain ways to organize, transform, and link data or scientific ideas. However, when constructing inscriptions, students did not consider how the inscriptions could serve certain reasoning purposes. In addition, more scaffolds were needed to help students use multiple inscriptions to make a coherent argument. © 2006 Wiley Periodicals, Inc. Sci Ed 90 :852–873, 2006 | en_US |
dc.format.extent | 333508 bytes | |
dc.format.extent | 3118 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.publisher | Wiley Subscription Services, Inc., A Wiley Company | en_US |
dc.subject.other | Education | en_US |
dc.title | Exploring middle school students' use of inscriptions in project-based science classrooms This paper was edited by former Section Coeditors Gregory J. Kelly and Richard E. Mayer | en_US |
dc.type | Article | en_US |
dc.rights.robots | IndexNoFollow | en_US |
dc.subject.hlbsecondlevel | Ecology and Evolutionary Biology | en_US |
dc.subject.hlbsecondlevel | Science (General) | en_US |
dc.subject.hlbtoplevel | Science | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | School of Education, University of Michigan, Ann Arbor, MI 48109, USA | en_US |
dc.contributor.affiliationother | Graduate Institute of Science Education, National Taiwan Normal University, P.O. Box 97-27, Taipei 11699, Taiwan ; Graduate Institute of Science Education, National Taiwan Normal University, P.O. Box 97-27, Taipei 11699, Taiwan | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/55781/1/20154_ftp.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1002/sce.20154 | en_US |
dc.identifier.source | Science Education | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.