Expanding coordination class theory to capture conceptual learning in a classroom environment

Lauren Barth-Cohen, Michael C. Wittmann

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This article presents an extension to coordination class theory-a theory of conceptual change that was built to capture an individual's learning in an interview setting. Here we extend that theory to capture group and individual learning in classrooms. The proposed extension focuses on different contexts in the sense of groups' and individuals' different interpretations of the same student-generated artifact. A classroom of 9th grade earth science students created embodied models for a specific scientific concept, the steady state energy of the earth. We describes that the students encountered difficulties aligning their embodied models with their conceptual understandings, and yet, they were able to make progress by changing their models to better align their understanding of the scientific concept with their newly modified model-instances of individual and group learning. We conclude with discussing implications for designing classrooms learning environments.

Original languageEnglish (US)
Title of host publication12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings
PublisherInternational Society of the Learning Sciences (ISLS)
Pages386-393
Number of pages8
Volume1
ISBN (Electronic)9780990355090
StatePublished - 2016
Event12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016 - Singapore, Singapore
Duration: Jun 20 2016Jun 24 2016

Other

Other12th International Conference of the Learning Sciences: Transforming Learning, Empowering Learners, ICLS 2016
CountrySingapore
CitySingapore
Period6/20/166/24/16

Keywords

  • Conceptual change
  • Embodied modeling
  • Group learning

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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  • Cite this

    Barth-Cohen, L., & Wittmann, M. C. (2016). Expanding coordination class theory to capture conceptual learning in a classroom environment. In 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 1, pp. 386-393). International Society of the Learning Sciences (ISLS).