Tools and task structures in modeling balance beam

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

Abstract

In the study I investigated the role of tools and task structures for science teachers of K-8 on the topic of balance in a professional development course. The findings show that the teachers tended to generate an additive rule, which is limited and contextualized, of balance condition, and failed to incorporate the more general multiplicative rule when thinking about balance. The study also shows that the teachers had difficulty in grasping a mathematical formula of balance condition. The learning outcome was partly a natural result of the materials the teachers used and the tasks they carried out. I conclude that learning tools and instructional tasks provide opportunities for understanding science content, but the understanding is confined to the tools and tasks employed.

Original languageEnglish (US)
Title of host publicationICLS 2006 - International Conference of the Learning Sciences, Proceedings
Pages695-701
Number of pages7
StatePublished - Dec 1 2006
Externally publishedYes
Event7th International Conference of the Learning Sciences, ICLS 2006 - Bloomington, IN, United States
Duration: Jun 27 2006Jul 1 2006

Publication series

NameICLS 2006 - International Conference of the Learning Sciences, Proceedings
Volume2

Other

Other7th International Conference of the Learning Sciences, ICLS 2006
CountryUnited States
CityBloomington, IN
Period6/27/067/1/06

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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    Shen, J. (2006). Tools and task structures in modeling balance beam. In ICLS 2006 - International Conference of the Learning Sciences, Proceedings (pp. 695-701). (ICLS 2006 - International Conference of the Learning Sciences, Proceedings; Vol. 2).