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Abstract Eliciting, noticing, and responding to students’ sense-making is important for advancing students’ understanding and fostering meaningful participation in science. By sense-making, we mean wrestling with ideas, language, experiences, and perspectives in a community to figure out how and...
Abstract Responsive instruction—or instruction that foregrounds and takes up the disciplinary substance of student thinking—is both a hallmark of recent STEM education reforms and challenging to enact. This kind of instruction may be especially challenging in instructional contexts that mandate...
Abstract This paper presents two examples of production-centered, technology-mediated activities in a one-to-one laptop classroom, and examines how those activities supported vastly divergent forms of student agency and participation. As schools turn to large-scale technology programs, such as...
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