Exploring middle school students' use of inscriptions in project-based science classrooms
2006; Wiley; Volume: 90; Issue: 5 Linguagem: Inglês
10.1002/sce.20154
ISSN1098-237X
Autores Tópico(s)Educational Strategies and Epistemologies
ResumoScience EducationVolume 90, Issue 5 p. 852-873 LearningFree Access Exploring middle school students' use of inscriptions in project-based science classrooms† Hsin-Kai Wu, Corresponding Author Hsin-Kai Wu hkwu@ntnu.edu.tw Graduate Institute of Science Education, National Taiwan Normal University, P.O. Box 97-27, Taipei 11699, TaiwanGraduate Institute of Science Education, National Taiwan Normal University, P.O. Box 97-27, Taipei 11699, TaiwanSearch for more papers by this authorJoseph S. Krajcik, Joseph S. Krajcik School of Education, University of Michigan, Ann Arbor, MI 48109, USASearch for more papers by this author Hsin-Kai Wu, Corresponding Author Hsin-Kai Wu hkwu@ntnu.edu.tw Graduate Institute of Science Education, National Taiwan Normal University, P.O. Box 97-27, Taipei 11699, TaiwanGraduate Institute of Science Education, National Taiwan Normal University, P.O. Box 97-27, Taipei 11699, TaiwanSearch for more papers by this authorJoseph S. Krajcik, Joseph S. Krajcik School of Education, University of Michigan, Ann Arbor, MI 48109, USASearch for more papers by this author First published: 02 May 2006 https://doi.org/10.1002/sce.20154Citations: 16 † This paper was edited by former Section Coeditors Gregory J. Kelly and Richard E. Mayer AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat 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. 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