Putting the pieces together: The challenge and value of synthesizing disparate graphs in inquiry-based science learning

Itay Asher; Samira Nasser; Lina Ganaim; Iris Tabak

Putting the pieces together: The challenge and value of synthesizing disparate graphs in inquiry-based science learning

Itay Asher, Samira Nasser, Lina Ganaim, Iris Tabak

School of Education

Research output: Contribution to conference › Paper › peer-review

3 Scopus citations

Abstract

A comparative synthesis of multiple graphs is a common practice in scientists' work as well as in everyday contexts. We refer to this process as graph meta-analysis. We present findings from a classroom enactment in which cultivating students' graph meta-analysis skills was one aspect of fostering scientific literacy through an inquiry-based unit on socio-scientific dilemmas. We highlight the challenges that learners and teachers encountered, and their implications for future instruction and design.

Original language	English
Pages	340-341
Number of pages	2
State	Published - 1 Dec 2010
Event	9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States Duration: 29 Jun 2010 → 2 Jul 2010

Conference

Conference	9th International Conference of the Learning Sciences, ICLS 2010
Country/Territory	United States
City	Chicago, IL
Period	29/06/10 → 2/07/10

ASJC Scopus subject areas

Computer Science (miscellaneous)
Education

Cite this

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AU - Ganaim, Lina

AU - Tabak, Iris

PY - 2010/12/1

Y1 - 2010/12/1

N2 - A comparative synthesis of multiple graphs is a common practice in scientists' work as well as in everyday contexts. We refer to this process as graph meta-analysis. We present findings from a classroom enactment in which cultivating students' graph meta-analysis skills was one aspect of fostering scientific literacy through an inquiry-based unit on socio-scientific dilemmas. We highlight the challenges that learners and teachers encountered, and their implications for future instruction and design.

AB - A comparative synthesis of multiple graphs is a common practice in scientists' work as well as in everyday contexts. We refer to this process as graph meta-analysis. We present findings from a classroom enactment in which cultivating students' graph meta-analysis skills was one aspect of fostering scientific literacy through an inquiry-based unit on socio-scientific dilemmas. We highlight the challenges that learners and teachers encountered, and their implications for future instruction and design.

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M3 - Paper

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Y2 - 29 June 2010 through 2 July 2010

ER -

Putting the pieces together: The challenge and value of synthesizing disparate graphs in inquiry-based science learning

Abstract

Conference

ASJC Scopus subject areas

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