A continuum of knowledge structures in an observation-based field geology setting

Lauren Barth-Cohen, Sarah K. Braden

Research output: Contribution to journalConference article

Abstract

Learning to make scientific observations can be challenging for learners and has sometimes been viewed as unproblematic in instruction. Using the theoretical framework of Knowledge-in-Pieces we examine the structures of learners’ localized knowledge systems as they observed rock outcroppings. We document that along an observation-based geology learning trajectory, learners activate localized knowledge systems that exhibit varying levels of coherence and fragmentation, and quantity and relevance of the perceptual information.

Original languageEnglish (US)
Pages (from-to)1599-1600
Number of pages2
JournalProceedings of International Conference of the Learning Sciences, ICLS
Volume3
Issue number2018-June
StatePublished - Jan 1 2018
Externally publishedYes
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018

Fingerprint

Geology
Rocks
Trajectories
fragmentation
knowledge
learning
instruction
coherence

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

A continuum of knowledge structures in an observation-based field geology setting. / Barth-Cohen, Lauren; Braden, Sarah K.

In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 3, No. 2018-June, 01.01.2018, p. 1599-1600.

Research output: Contribution to journalConference article

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