Response 2: Technology-supported communication in science: Conjectures on expertise and evaluation

Drew H. Gitomer

doi:10.4324/9781315700328-31

Response 2: Technology-supported communication in science: Conjectures on expertise and evaluation

Drew H. Gitomer

Graduate School of Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Practices associated with communication in science can be supported by technology applications, as nicely articulated in the work being done by Jean Moon and Stacey Pigg, William Hart-Davidson, Jeff Grabill, and Kirsten Ellenbogen. These are examples of using technology to do better things rather than using technology to do conventional things better (Roschelle, Pea, Hoadley, Gordin, & Means, 2000). Although the purposes and intended audiences of each effort are quite different, each is focused on helping users both develop and model epistemic reasoning around science content.

Original language	English (US)
Title of host publication	Reconceptualizing STEM Education
Subtitle of host publication	The Central Role of Practices
Publisher	Taylor and Francis
Pages	289-299
Number of pages	11
ISBN (Electronic)	9781317458517
ISBN (Print)	9781138901032
DOIs	https://doi.org/10.4324/9781315700328-31
State	Published - Jan 1 2016

All Science Journal Classification (ASJC) codes

General Social Sciences

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10.4324/9781315700328-31

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Response 2: Technology-supported communication in science: Conjectures on expertise and evaluation

Abstract

All Science Journal Classification (ASJC) codes

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