Abstract

Explore how the 5 Practices tool can be used to support productive discussion and equitable participation in online science experiences.

Supplemental Material

References

  • Cartier, J.L., M.S. Smith, M.K. Stein, and D.K. Ross. 2013. 5 practices for orchestrating productive task-based discussions in science. Reston, VA: National Council of Teachers of Mathematics.
  • Lipponen, L., M. Rahikainen, J. Lallimo, and K. Hakkarainen. 2003. Patterns of participation and discourse in elementary students’ computer-supported collaborative learning, Learning and Instruction 13 (5): 487–509. https://doi.org/10.1016/S0959-4752(02)00042-7.
  • National Governors Association Center for Best Practices and Council of Chief State School Officers. 2010. Common Core State Standards for Mathematics. Washington, DC: NGAC and CCSSO.
  • NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.
  • Shepardson, D.P., and Britsch, S.J. 2006. Zones of interaction: Differential access to elementary science discourse. Journal of Research in Science Teaching, 43, 443–466. doi: 10.1002/tea.20104

Additional information

Notes on contributors

Kristin Cook

Kristin Cook ([email protected]) is an associate professor of science education at Bellarmine University in Louisville, Kentucky;

Sahar Alameh

Sahar Alameh is an assistant professor of STEM education at University of Kentucky in Lexington, Kentucky;

Cathrine Maiorca

Cathrine Maiorca is an assistant professor of mathematics education at California State University Long Beach in Long Beach, California;

L. Octavia Tripp

L. Octavia Tripp is an associate professor at Auburn University in Auburn, Alabama;

Craig Schroeder

Craig Schroeder is a STEM curriculum coach at University of Kentucky in Lexington, Kentucky;

Margaret Mohr-Schroeder

Margaret Mohr-Schroeder is a professor of STEM education at University of Kentucky in Lexington, Kentucky.

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