TY - GEN
T1 - Epistemic Excursions as Agentive Meaning Making within a Digital Plate Tectonics Curriculum
AU - Conrath, Brandin
AU - Farris, Amy Voss
AU - McDonald, Scott P.
AU - Pallant, Amy
N1 - Publisher Copyright:
© ISLS.
PY - 2023
Y1 - 2023
N2 - Models and modeling are essential for mediating knowledge-building processes about geologic phenomena (Stillings, 2012). We draw on constructs of expansive learning (Engeström, 1987) and personal excursions (Azevedo, 2006) to analyze a case in which two secondary students develop geologic explanations using Seismic Explorer, a tool for visualizing information about earthquakes and volcanic eruptions. We present four episodes in which the focal students conjecture and test ideas through modeling plate tectonics phenomena. Using methods of interaction analysis (Jordan & Henderson, 1995) we describe how the students actively build and revise their moment-by-moment explanations. Our analysis contributes to a deeper understanding of how the design of geologic models and data visualizations for classroom contexts can support sensemaking as a kind of journeyed relationship-building with the phenomena, associated data, and with peers, through relational events that we term epistemic excursions.
AB - Models and modeling are essential for mediating knowledge-building processes about geologic phenomena (Stillings, 2012). We draw on constructs of expansive learning (Engeström, 1987) and personal excursions (Azevedo, 2006) to analyze a case in which two secondary students develop geologic explanations using Seismic Explorer, a tool for visualizing information about earthquakes and volcanic eruptions. We present four episodes in which the focal students conjecture and test ideas through modeling plate tectonics phenomena. Using methods of interaction analysis (Jordan & Henderson, 1995) we describe how the students actively build and revise their moment-by-moment explanations. Our analysis contributes to a deeper understanding of how the design of geologic models and data visualizations for classroom contexts can support sensemaking as a kind of journeyed relationship-building with the phenomena, associated data, and with peers, through relational events that we term epistemic excursions.
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M3 - Conference contribution
AN - SCOPUS:105005954325
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 162
EP - 169
BT - ISLS Annual Meeting 2023
A2 - Blikstein, Paulo
A2 - Van Aalst, Jan
A2 - Kizito, Rita
A2 - Brennan, Karen
PB - International Society of the Learning Sciences (ISLS)
T2 - 17th International Conference of the Learning Sciences, ICLS 2023
Y2 - 10 June 2023 through 15 June 2023
ER -