Student discussion develops shared scientific explanations

The authors of this paper address the question of what it looks like when scientific ideas are collectively shared and developed in a classroom and how student discourse actions contribute to that dynamic using a case study of one sixth-grade student’s explanation of seasonal variation in the number of daylight hours. The goal is to help educators better recognize, assess, and promote these ideas in their everyday class interactions. ISE educators seeking to expand conversation as meaning-making will find this paper of interest.

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