Literaturnachweis - Detailanzeige
| Autor/inn/en | Shim, Soo-Yean; Krist, Christina |
|---|---|
| Titel | Expanding the Interpretive Functions of Framing for Understanding Marginalized Students' Participation in Collaboration and Learning |
| Quelle | In: Cultural Studies of Science Education, 17 (2022) 3, S.937-944 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Shim, Soo-Yean) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1871-1502 |
| DOI | 10.1007/s11422-022-10122-7 |
| Schlagwörter | Stellungnahme; Disadvantaged; Power Structure; Students; Student Participation; Learning; Cooperation; Educational Change; Classroom Environment; Identification (Psychology); Student Attitudes; Epistemology |
| Abstract | This commentary to Ha and Kim's article suggests three ways to expand the interpretive functions of framing to explore and support marginalized students' participation in collaboration and learning, based on our comprehensive review of Ha and Kim's and other relevant studies. We argue that framing can be a useful tool for (1) understanding both moment-to-moment and long-term changes in classroom communities, (2) gaining insights into students' identity work and figured worlds, and (3) exploring the dynamics of students' epistemological and positional perceptions. Researchers and practitioners could build on these arguments about the expansive uses of framing to foster students' equitable interactions and productive learning in classroom communities. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
