August 1st, 2011 | RESEARCH
This design experiment integrated students’ everyday discourses and knowledge into classroom scientific practice, thereby allowing for the creation of hybrid spaces, where students were able to meaningfully apply science learning to their everyday lives. This research shows that providing students with opportunities to co-author their learning can engage students more deeply.
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Team Members
Shelley Stromholt, Author, University of WashingtonRelated URLs
Tags
Audience: Educators | Teachers | Evaluators | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science
Resource Type: Research Brief